Taking Stock of Written Retrospective Protocols Used in Translator Education
24 Pages
Open Access
Journal:
Journal of Translation Studies
Volume 1
Issue 2
Publication Year 2021
pp. 79 - 102
Summary
Of all the online and offline methods for probing into the translation processes of student translators, written retrospective protocols are reportedly the earliest, most widely and easily administered didactic and assessment tool used in and outside classrooms. Despite their recorded advantages, a close examination of both English and Chinese literature reveals a plethora of approaches to their implementation. They differ with respect to factors that include, but are not limited to, the name, contents, nature and number of problems covered, writing guidelines, language of writing, time and frequency of writing, theoretical components, meta-language and theories used, assessors, assessment rubrics, provision and training, uses and follow-ups. Although these differences may be only a matter of trainers’ personal preferences that suit particular settings, they do have important didactic implications. This paper, therefore, sets out to capture such diversity, with a view to establishing a framework of reference to inform better use of this instrument of intervention in translator education.
Details
- Pages
- 24
- DOI
- 10.3726/JTS022021.5
- Open Access
- CC-BY
- Keywords
- written retrospective protocols differences assessment
- Product Safety
- Peter Lang Group AG