Think aloud (TA) is widely used in translation studies to investigate the translation process. However, it also provides materials that can be used in translation training, thus enhancing observational learning, which is known to be an effective approach to knowledge acquisition. In a study carried out in an Italian translation class, participants (N1 = 21) experienced a three-hour training-test session during which they (1) watched tapes of TA translation sessions with a professional translator and other learners (N2 = 6), and (2) performed ‘live’ TA translation sessions in class. Rasch analysis was performed on pre- and post-test questionnaires assessing self-evaluated competences and satisfaction with the tasks. Compared with the regular 100-hour translation programme, the training-test increased learners’ satisfaction with the tasks and their self-evaluation of competences. It also shed light on the translation process, which was perceived as clearer by learners after the training-test, implying that TA can be used as an effective tool for implementing observational learning in the translation class.

Think aloud as a tool for implementing observational learning in the translation class

Latorraca R.
2018

Abstract

Think aloud (TA) is widely used in translation studies to investigate the translation process. However, it also provides materials that can be used in translation training, thus enhancing observational learning, which is known to be an effective approach to knowledge acquisition. In a study carried out in an Italian translation class, participants (N1 = 21) experienced a three-hour training-test session during which they (1) watched tapes of TA translation sessions with a professional translator and other learners (N2 = 6), and (2) performed ‘live’ TA translation sessions in class. Rasch analysis was performed on pre- and post-test questionnaires assessing self-evaluated competences and satisfaction with the tasks. Compared with the regular 100-hour translation programme, the training-test increased learners’ satisfaction with the tasks and their self-evaluation of competences. It also shed light on the translation process, which was perceived as clearer by learners after the training-test, implying that TA can be used as an effective tool for implementing observational learning in the translation class.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4781177
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