RETROSPECTIVE QUESTIONNAIRE: IMPLICATIONS FOR PROSPECTIVE PHILOLOGISTS’ TRANSLATION TRAINING AND ASSESSMENT
This article is devoted to the problem of self-assessment arrangement in teaching translation to prospective philologists with the help of multifunctional alternative assessment tool, i.e. retrospective task-based questionnaire. First of all, the topicality of self-assessment peculiarity investigation is caused by the implementation of student-oriented approach to teaching and is closely connected with the need for the development of students’ reflective and regulatory metacognitive skills, essential for their efficient current learning and future professional performance. Efficient self-assessment practice should be based on specifically developed tools. On the one hand, they should clearly structure and orchestrate students’ learning, translation and reflective activities, and make them adopt and adequately apply qualitative criteria to assess translation process and product as well as learning process and outcomes. To this end, the development and use of retrospective taskbased questionnaire appears to be quite promising. Its thoroughly elaborated multi-aspect structure and regular application contribute to the self-assessment process arrangement and prospective philologists’ relevant skills acquisition. In addition, its systematic completion by the students after translation task performance prevents academic plagiarism, reveals their attitude to the source and target texts, providing in such a way extensive feedback, urges them to self-observation, self-awareness, and self-evaluation of their own translation performance. Retrospective questionnaires encourage students to study and interpret the source text details, revise and edit the received target text with more diligence. Furthermore, they allow to determine the list of topical translation problems, represented in a particular source text for every student, and evaluate the appropriateness of the cognitive strategies, involved to solve them. Received in such a way data can be summarized in order to define the given translation task difficulty and develop its performance assessment method. Finally, retrospective questionnaire responses can provide the basis for both pair and group translation task reflective discussion, monitor and analyse students’ progress in translation competence acquisition.
2. Bartlomiejczyk M. Interpreting Quality as Perceived by Trainee Interpreters. The Interpreter and Translator Trainer. 2007. Vol. 1, No. 2. P. 247–267.
3. Pietrzak P. Scaffolding student self-reflection in translator training. Translation and Interpreting Studies. 2019. Vol. 14(3). P. 416–436.
4. Король Т.Г. Засоби реалізації самоконтролю в навчанні письмового перекладу майбутніх філологів. «Ad orbem per linguas. До світу через мови» : матеріали Міжнар. наук.-практ. конф. «Світ як інтертекст», Київ, 17–18 червня 2020 р. Київ : Видавничий центр КНЛУ, 2020. С. 437–439.
5. Pietrzak P. The potential of reflective translator learning. inTRAlinea. 2019. Special Issue: New Insights into Translator Training. URL: http://www.intralinea.org/specials/article/2431 (Last accessed: 25.08.2020).
6. Kiraly D. A Social Constructivist Approach to Translator Education. Empowerment from Theory to Practice. Manchester: St. Jerome, 2000. 215 p.
7. Fernández F., Zabalbeascoa P. Correlating trainees’ translating performance with the quality of their etacognitive self-evaluation. Perspectives: Studies in Translatology. 2012. Vol. 20, No. 4. P. 463–478.