Translating under time constraints in an undergraduate context: a study of students' products, processes and learning styles
The present study examines empirically whether learning styles significantly correlate with translation quality when the translation task takes place under increasing time constraints. It strives to link pedagogical practice with professional reality, while promoting synergies between pedagogical pr...
| Autor: | |
|---|---|
| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2012 |
| País: | España |
| Institución: | Universitat Rovira i virgili (URV) |
| Repositorio: | Repositori Institucional de la Universitat Rovira i Virgili |
| OAI Identifier: | oai:urv.cat:TDX:1089 |
| Acceso en línea: | https://hdl.handle.net/20.500.11797/TDX1089 http://hdl.handle.net/10803/84035 |
| Access Level: | acceso abierto |
| Palabra clave: | 81 - Lingüística i llengües |
| Sumario: | The present study examines empirically whether learning styles significantly correlate with translation quality when the translation task takes place under increasing time constraints. It strives to link pedagogical practice with professional reality, while promoting synergies between pedagogical practice and empirical translation research. The study gradually builds on the analysis of emerging product- and process-based performance patterns and then highlights pertinent links with the personal variable of learning styles, on the basis of data collected from a total of 84 undergraduates studying translation at the School of English, Aristotle University of Thessaloniki, Greece. Results point to a learning style that correlates significantly with translation quality when working under a relatively relaxed deadline, and to a different one when time constraints increase. Empirical evidence also suggests that participants undergo a state of cognitive “shock” when under increasing time constraints. The conclusions seem to indicate it is worthwhile favoring a learning environment which will take into account students’ different learning styles. |
|---|