Metacognitive tools in Interpreting training: a pilot study
Year: 2009
Type: article
Abstract: Interpreting is a complex process which challenges the brain by memory-intense processes, necessitating immediate proper response to unexpected situations, in which a vast number of cognitive, affective and psychomotor skills function almost simultaneously; thus, its training requires peculiar practices. The success of the interpreting performance depends upon the realization of higher level immediate mental processes in the best way; and an individual can accomplish this by learning to carry out self-monitoring, self-regulation operations in the brain at the immediate time. Therefore, it is considered that awareness-raising about the metacognitive tools and facilitating what is learnt about these tools during the interpreting performance will help the students in their performance both during the training process and at a later stage during the professional interpreting process. The purpose of this pilot study is to investigate the function, necessity and use of metacognitive tools in interpreting training, to introduce and develop some tools that may facilitate interpreting training, and pave the way to quantitative studies to find the most effective use of metacognitive tools in interpreting. To this end, three types of metacognitive tools are developed and applied: 1. a self-assessment checklist facilitating the data from the students’ retrospective interviews, self-reports and academic literature, aiming to show the students that their thoughts and inner-talks about their performances during interpreting is of value and a manifestation of metacognition operating in them unconsciously and to enable them make use of it consciously; 2. a portfolio with a tutorial preparation guide, comprised of various support materials, aiming to enable the students to have regular self-control over their performances and to give them reflective information about their competencies; 3. a journal, covering emotional, methodological, technical aspects and feedback, aiming to voice the teacher’s reflective views on the students’ journals and the
Source: DergiPark (Istanbul University)
Institution: Universitat Autònoma de Barcelona
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W1580635057