Gary Massey: Cognitive studies in translator education

TL;DR

This content discusses the efforts at Zurich University of Applied Sciences to integrate cognitive and sociotechnical approaches to translation teaching, focusing on accessing and assessing translation processes and products.

Transcript

about this evening I'd like to talk about translation from a pedagogical perspective I've entitled their tall products of what processes because what we do at our Institute which is part of a University of Applied Sciences is to pursue applied research and research driven teaching in the area of process oriented pedagogy this has been a strategic g... Read More

Key Insights

• 👨‍🔬 Translation research at Zurich University focuses on integrating cognitive and sociotechnical approaches to teaching.
• ♿ Various methods, including descriptive and observational techniques, can be used to access and assess translation processes.
• 😃 Technology such as screen recordings and eye-tracking can provide valuable insights into translation processes and skills.
• 🤳 Peer feedback and collaborative projects can enhance translation learning by promoting interaction and self-reflection.
• 💦 The EMT competence model is being revised to include a greater emphasis on teamwork, social media skills, and adaptability to different working environments.
• 🧑‍🏫 There is a need to involve all stakeholders, including clients and teachers, in the analysis of translation data to gain a comprehensive understanding of the processes involved.
• 🤳 Tracking interactive online data, such as collaborative interactions, can provide further insights into translation processes and self-assessment.

Questions & Answers

Q: What is the main focus of the research at Zurich University of Applied Sciences?

The research aims to integrate cognitive and sociotechnical approaches to translation teaching, with a focus on accessing and assessing translation processes and products.

Q: How can translation processes be accessed and assessed?

Translation processes can be accessed and assessed through various methods, including descriptive techniques such as think-aloud protocols and observation, as well as the use of technology like screen recordings and eye-tracking.

Q: What insights can be gained from using screen recordings and eye-tracking in translation teaching?

Screen recordings and eye-tracking can provide insights into a translator's resource use, problem identification, writing bursts, revision processes, and multitasking. They can also help identify areas where students may need improvement and align these with competence models.

Q: How can collaborative projects and peer feedback enhance translation learning?

Collaborative projects and peer feedback can enhance translation learning by promoting interaction between students and providing opportunities for self-reflection. Peer feedback, in particular, can be effective when it is bilateral, dialogical, timely, and task-relevant.

Summary & Key Takeaways

• The content explores the shift from solely cognitive research to considering the impact of the translation workplace on the translation product.

• It discusses the need to integrate cognitive and sociotechnical approaches to teaching translation.

• The content presents various methods of accessing and assessing translation processes, including descriptive and observational techniques, as well as the use of technology such as screen recordings and eye-tracking.