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

Author:

Shorofi Mahboubeh1,Sanatifar Mohammad Saleh2,Tavakoli Mansoor1

Affiliation:

1. University of Isfahan

2. Universiti Sains Malaysia

Abstract

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.

Publisher

John Benjamins Publishing Company

Subject

Literature and Literary Theory,Linguistics and Language,Language and Linguistics

Reference65 articles.

1. The effects of dynamic assessment on L2 listening comprehension;Ableeva,2008

2. Assessing listening for development;Ableeva,2007

3. Dynamic Assessment of Advanced Second Language Learners

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