Developing a Diagnostic Tool
This thesis explores translation competence within the framework of learning and teaching in higher education. In particular, it takes a student-centred approach that explores the psycholinguistic and cognitive aspects of translation competence into English as a second language. This approach is based on students' psychological needs, particularly in relation to assessment. The thesis focuses on developing an assessment tool which can perform the dual role of diagnosing students' translation difficulties when translating from Arabic into English, and helping them learn about the mental processes underpinning translation. It argues that developing such a tool within a self-assessment framework is much needed in translation pedagogy, for an essential attribute of a successful translation graduate is the ability to work autonomously, and to be able to self-monitor and self-evaluate one's work. The theoretical framework of the assessment tool is based on a psycholinguistic model namely, the Translation Continuum Model, which is converted into a prototype diagnostic tool by the introduction of test items, and an interview technique based on the notion of self-assessment. The prototype was trialled and refined on two separate occasions. Findings from the trials suggest that a collaborative approach to assessing translation competence whereby learners are active participants in the assessment process can be the starting point towards self-assessment. The thesis concludes by explaining how the self-diagnostic model can be used to strengthen the curriculum, by confirming how the study has proved the usefulness of the Translation Continuum Model, by acknowledging the limitations of the study, and by making recommendations for future research.
It argues that developing such a tool within a self-assessment framework is much needed in translation pedagogy, for an essential attribute of a successful translation graduate is the ability to work autonomously, and to be able to self ...
