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
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3. Dynamic Assessment of Advanced Second Language Learners
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