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Article published In: FORUM
Vol. 18:2 (2020) ► pp.197–230

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The impact of Group Dynamic Assessment on the development of translation bilingual sub-competence

Implications for translator training

 | University of Isfahan
 | Universiti Sains Malaysia
 | University of Isfahan
Published online: 11 November 2020
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https://doi.org/10.1075/forum.20001.san
Abstract
For training translators in academic settings, the notion of translation bilingual sub-competence is fundamental. However, little research has addressed the practical methods for developing the trainees’ translation bilingual sub-competence. The present study investigated the impact of Group Dynamic Assessment on trainees’ translation bilingual sub-competence development and the ways it helps them develop their bilingual sub-competence. Vygotsky’s Zone of Proximal Development and PACTE translation competence model served as the theoretical framework for the study. Methodologically, a mixed-methods study was designed. For the quantitative phase, a semi-experimental method, and for the qualitative phase, interviews were administered. The results confirmed that implementing a Group Dynamic Assessment developed the trainees’ translation bilingual sub-competence. The findings of the study can be used in professional development and in-service courses for the academic staff and could pave the way for further empirical research in translation pedagogy.
Résumé
Pour la formation des traducteurs en milieu universitaire, la notion de sous-compétence bilingue en traduction est fondamentale. Cependant, peu de recherches ont porté sur les méthodes pratiques de développement de la sous-compétence bilingue de traduction des apprenants. La présente étude a examiné l’impact de l’évaluation dynamique de groupe sur le développement des sous-compétences bilingues en traduction des apprenants et les moyens de les aider à développer leur sous-compétence bilingue. La zone proximale de développement de Vygotsky et le modèle de compétence de traduction PACTE ont servi de cadre théorique à l’étude. Sur le plan méthodologique, une étude à méthodes mixtes a été conçue. Nous avons eu recours pour la phase quantitative à une méthode semi-expérimentale et pour la phase qualitative, à des entretiens. Les résultats ont confirmé que la mise en œuvre d’une évaluation dynamique de groupe développait la sous-compétence bilingue de traduction chez les apprenants. Les résultats de l’étude peuvent être utilisés dans le développement professionnel et dans les cours disponibles pour le personnel académique et pourraient ouvrir la voie à de nouvelles recherches empiriques en pédagogie de la traduction.
Article outline
  • 1.Introduction
  • 2.Theoretical framework
    • 2.1(Group) dynamic assessment
    • 2.2PACTE translation competence (TC) model
  • 3.Research hypothesis
  • 4.Methodology
    • 4.1Participants
    • 4.2Procedure
    • 4.3Interview
    • 4.4Data analysis
  • 5.Results and discussion
    • 5.1Quantitative results
    • 5.2Qualitative results
      • Prompt : Clarifying the meaning
      • Prompt 1: Repeating the erroneous guess with a questioning tone
      • Prompt 2: Offering contextual reminders
      • Prompt 3: Confirming or rejecting responses
      • Prompt 4: Elicit an equivalence in Persian
      • Prompt 5: Providing the correct response and explanation
  • 6.Conclusion
  • References
References (65)
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