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From the Lab to the Classroom and Back Again

Perspectives on Translation and Interpreting Training


Edited By Celia Martín de León and Víctor González-Ruiz

This collection of essays brings to the fore some of the most pressing concerns in the training of translators and interpreters. It does so by acknowledging the primary role of research in both the development and the results of that training. The eleven chapters of the book, authored by a range of established international scholars, touch on the interlocking nature of didactics and research and address advances in cognitive processes, quality assessment and socio-professional issues with regard to their significance for translation and interpreting training. With this volume, the editors aim to illustrate some of the most recent insights into the interplay between scientific progress and the educational stages of prospective translators and interpreters.


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6 Positive Feedback in Translation Assessment (Tomás Conde)


Tomás Conde 6 Positive Feedback in Translation Assessment1 Abstract Positive feedback is important in translation teaching as it enhances learners’ self-confi- dence and motivation. Examining the nature of what assessors highlight in the marking process may provide insight into how the result of the assessment is affected by identifying successful aspects of the translation, compared to negative or corrective assessment. This chapter sets out to answer the following questions: (1) among several groups of assessors, are teachers significantly different in the use of positive feedback; (2) is the use of positive feedback directly related to translation quality, or, alternatively, to how strict the evalua- tor is; and (3) is there any correlation between positive and very negative reactions which supports a graded conception of quality? Introduction Certain topics could be discussed endlessly. Such is the case of the assess- ment of translations, a totem in Translation Studies. Even though the issue has been dealt with on countless occasions and from innumerable points of view, the fact is that it remains imponderable. Why is that so? In Conde (2007a: 72–73), I drew attention to the fact that one of the main problems with translation assessment is the lack of an empirical basis to the research that has looked at the issue. Much work is (still) carried out from an individual, idiosyncratic stance, with varying degrees of prescrip- tive intent about what is right and what is wrong in a piece of translation, 1 UPV/EHU, UFI 11/06. Basque Government Department...

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