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In:Innovation and Expansion in Translation Process Research
Edited by Isabel Lacruz and Riitta Jääskeläinen
[American Translators Association Scholarly Monograph Series XVIII] 2018
► pp. 131–160

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Chapter 7
Self-confidence and its role in translator training

The students’ perspective

Published online: 1 February 2018
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https://doi.org/10.1075/ata.18.07har
Abstract
Little attention has been paid in research to certain components of translator competence, such as “psychophysiological competence.” We study this competence and, more particularly, translator self-confidence from a dual perspective. Firstly, we adopt a theoretical approach based on the main translator competence models. Secondly, we present students’ perceptions of the role of self-confidence in translator training from a qualitative study of focus groups. More specifically, we describe students’ perceptions of the attention given to self-confidence in translator training, the development of their self-confidence during their training, the factors influencing that development in the classroom and the effects that self-confidence may have on them.
Article outline
  • 1.Introduction
  • 2. Towards a definition of “translator self-confidence”
    • 2.1Self-confidence in TC models
    • 2.2Previous studies on translator self-confidence
    • 2.3Self-confidence in Educational Psychology
  • 3.Empirical study: Student perceptions of the role of translator confidence in translator training
    • 3.1Attention given to student confidence in the T&I Degree programme
    • 3.2Development of student confidence during the T&I Degree programme
    • 3.3Agents that have an impact on the development of student confidence during the T&I Degree programme
      • 3.3.1The teaching staff
      • 3.3.2Graduates of the Faculty of Translation and Interpreting
      • 3.3.3 Peers
      • 3.3.4Curriculum
      • 3.3.5The students themselves
    • 3.4Positive and negative effects
  • 4.Conclusions
  • Acknowledgements
  • Notes
  • References
  • Appendix
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