Type, level and function of in-text comments in written feedback on specialised translations: an exploratory study

Feedback can be conceived as a scaffolding strategy aimed at knowledge construction and self-regulation. Despite its pedagogical value in fostering learning processes, empirical studies on feedback in translation pedagogy are scarce. In this paper, we focus on the written corrective feedback provide...

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Detalles Bibliográficos
Autores: Andújar Moreno, Gemma, Cañada Pujols, Maria Dolors
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2023
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10230/59873
Acceso en línea:http://hdl.handle.net/10230/59873
http://dx.doi.org/10.1080/1750399X.2023.2272465
Access Level:acceso abierto
Palabra clave:Feedback
in-text comments
translation teaching
sworn translation
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spelling Type, level and function of in-text comments in written feedback on specialised translations: an exploratory studyAndújar Moreno, GemmaCañada Pujols, Maria DolorsFeedbackin-text commentstranslation teachingsworn translationFeedback can be conceived as a scaffolding strategy aimed at knowledge construction and self-regulation. Despite its pedagogical value in fostering learning processes, empirical studies on feedback in translation pedagogy are scarce. In this paper, we focus on the written corrective feedback provided by lecturers in specialised student-written translations. A corpus of 379 specific in-text comments was analysed in terms of the type of feedback, the level of the translation on which it impacted and its pragmatic function. The results show the prevalence of task-focused feedback, in-text comments on specialised terminology and a mainly corrective function of feedback, concerned with rectifying errors in the student’s translation. The feedback emerging from the results can be described as a unidirectional teacher-to-student model of communication, which does not correspond to the conception of dialogic and student-centred feedback advocated in the most current literature on this topic at university level.This work was supported by the Spanish Ministry of Science and Innovation under grant PID2020-113236GB-I00 (RetroTrad: Formative feedback in translation teaching and learning).Taylor & Francis20242023info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/59873http://dx.doi.org/10.1080/1750399X.2023.2272465reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésThe Interpreter and translator trainer. 2023;18(1):58-76.info:eu-repo/grantAgreement/ES/2PE/PID2020-113236GB-I00© This is an Accepted Manuscript of an article published by Taylor & Francis in Interpreter and translator trainer on 30 October 2023, available online: http://www.tandfonline.com/10.1080/1750399X.2023.2272465.info:eu-repo/semantics/openAccessoai:recercat.cat:10230/598732026-05-29T05:05:01Z
dc.title.none.fl_str_mv Type, level and function of in-text comments in written feedback on specialised translations: an exploratory study
title Type, level and function of in-text comments in written feedback on specialised translations: an exploratory study
spellingShingle Type, level and function of in-text comments in written feedback on specialised translations: an exploratory study
Andújar Moreno, Gemma
Feedback
in-text comments
translation teaching
sworn translation
title_short Type, level and function of in-text comments in written feedback on specialised translations: an exploratory study
title_full Type, level and function of in-text comments in written feedback on specialised translations: an exploratory study
title_fullStr Type, level and function of in-text comments in written feedback on specialised translations: an exploratory study
title_full_unstemmed Type, level and function of in-text comments in written feedback on specialised translations: an exploratory study
title_sort Type, level and function of in-text comments in written feedback on specialised translations: an exploratory study
dc.creator.none.fl_str_mv Andújar Moreno, Gemma
Cañada Pujols, Maria Dolors
author Andújar Moreno, Gemma
author_facet Andújar Moreno, Gemma
Cañada Pujols, Maria Dolors
author_role author
author2 Cañada Pujols, Maria Dolors
author2_role author
dc.subject.none.fl_str_mv Feedback
in-text comments
translation teaching
sworn translation
topic Feedback
in-text comments
translation teaching
sworn translation
description Feedback can be conceived as a scaffolding strategy aimed at knowledge construction and self-regulation. Despite its pedagogical value in fostering learning processes, empirical studies on feedback in translation pedagogy are scarce. In this paper, we focus on the written corrective feedback provided by lecturers in specialised student-written translations. A corpus of 379 specific in-text comments was analysed in terms of the type of feedback, the level of the translation on which it impacted and its pragmatic function. The results show the prevalence of task-focused feedback, in-text comments on specialised terminology and a mainly corrective function of feedback, concerned with rectifying errors in the student’s translation. The feedback emerging from the results can be described as a unidirectional teacher-to-student model of communication, which does not correspond to the conception of dialogic and student-centred feedback advocated in the most current literature on this topic at university level.
publishDate 2023
dc.date.none.fl_str_mv 2023
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/59873
http://dx.doi.org/10.1080/1750399X.2023.2272465
url http://hdl.handle.net/10230/59873
http://dx.doi.org/10.1080/1750399X.2023.2272465
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv The Interpreter and translator trainer. 2023;18(1):58-76.
info:eu-repo/grantAgreement/ES/2PE/PID2020-113236GB-I00
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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