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Article published In: Babel
Vol. 64:5/6 (2018) ► pp.819–839

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The effects of students’ self-regulation on translation quality

 | University of Lodz
Published online: 28 January 2019
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https://doi.org/10.1075/babel.00064.pie
Abstract
The article is an attempt to enter into the area of metacognitive translation studies – or metacognitive translator studies – that has so far received scant coverage, and devote closer attention to the translator’s self-regulatory activity. Self-regulation seems crucial in the development of translation expertise, “especially outside of optimally structured work environments, training academies, and other places with defined translation workflows and opportunities for feedback” (Shreve, Gregory M. 2006. “The Deliberate Practice: translation and expertise”. Journal of Translation Studies 9 (1): 27–42.Google Scholar logo with link to Google Scholar: 32). The article focuses on the role and nature of self-regulation in translator training. Having identified the issues that emerge from educational theories for translator training, the author analyses the approaches to metacognition in the area of translation education. In an attempt to contribute to the discussion of the multifaceted nature of translator competence, the author investigates the correlation between translation trainees’ self-regulatory activity and the quality of their translation as reflected in their translation grades.
Résumé
L’article est une tentative d’entrer dans le monde de la traductologie métacognitive, ou des études d’un traducteur métacognitif, dont il a été rarement question jusqu’à présent, et accorde davantage d’attention à l’activité autorégulatrice d’un traducteur. L’autorégulation semble essentielle dans le développement d’une expertise en traduction, « en particulier en dehors des environnements professionnels structurés de manière optimale, des centres de formation et autres endroits caractérisés par des processus de traduction définis et des opportunités de feed-back » (Shreve, Gregory M. 2006. “The Deliberate Practice: translation and expertise”. Journal of Translation Studies 9 (1): 27–42.Google Scholar logo with link to Google Scholar : 32). L’article se concentre sur le rôle et la nature de l’autorégulation dans la formation de traducteur. Après avoir identifié les problèmes qui émergent des théories pédagogiques pour la formation de traducteur, l’auteur analyse les approches de la métacognition dans le domaine de la pédagogie de la traduction. En tentant de contribuer au débat sur le caractère multidimensionnel des compétences des traducteurs, l’auteur examine la corrélation entre l’activité autorégulatrice des traducteurs stagiaires et la qualité de leur traduction telle qu’elle se reflète dans les notes de leurs traductions.
Article outline
  • 1.Introduction
  • 2.Theories of metacognition and self-regulation
  • 3.Self-regulation in translator training
  • 4.Researching the impact of students’ self-regulation on translation quality
    • 4.1Research design and method
    • 4.2Results and discussion
  • 5.Conclusion
  • References
References (50)
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