PROSPECTIVE PHILOLOGISTS’ TRANSLATION ASSESSMENT TRIANGULATION: SCREEN VIDEO RECORDING AND THINK ALOUD PROTOCOL COMBINATION
Purpose. The article strives for the enhancement of the efficiency of translation competence assessment in philologists’ university training with the help of the triangulation method. It is deemed in the concurrent involvement of different assessment agents (teacher, peer and self) into integrated and collaborative translation performance evaluation from two perspectives, i.e. translation product quality and process workflow, with the use of diversified methods based on different theoretical approaches. This research aims at the study of students’ video screen recording contribution combined with think-aloud protocols (TAPs) to increase the assessment objectivity and reliability of the received translation product. Method. A mixed research design was developed and implemented. It involved 40 third-year university students majoring in Philology, who were asked to perform a written translation of the excerpt of English popular science article in Marketing (c. 250 words) into Ukrainian in MS Word using any reference sources at hand, video record the process of their translation and accompany it with their comments. The research was completed with the questionnaire on students’ attitude to the screen recording and TAP involvement into translation task performance and assessment. Findings. The findings of this study reported on the positive impact of screen recording on the assessment accuracy, informative value of the collected data and formative effect of triangulated assessment method on students’ translation competence acquisition. Implications for research and practice. The received results can serve for the optimisation of the procedures of translation task difficulty measurement and competence assessment in the translation classroom.
Angelone, E. (2020). The impact of screen recording as a diagnostic process protocol on inter-rater consistency in translation assessment. Journal of Specialised Translation, 34, 32-50. https://jostrans.org/issue34/art_angelone.pdf
Angelone, E. (2018). Process-Oriented Assessment of Problems and Errors in Translation: Expanding Horizons Through Screen Recording. In E. Huertas-Barros, S. Vandepitte & E. Iglesias-Fernandez (Eds.), Quality Assurance and Assessment Practices in Translation and Interpreting (pp. 179-198). Hershey PA: IGI Global.
Angelone, E. (2015). Optimizing Process-Oriented Translator Training Using Freeware and FOSS Screen Recording Applications. In P. Sandrini & M. García González (Eds.), Translation and Openness (pp. 133-145). University of Innsbruck Press.
Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods (2nd ed.). New York, USA: McGraw-Hill.
Ericsson, K. A & Simon, H. A. (1984). Protocol Analysis: Verbal Reports as Data. Cambridge, UK.
Han, C. (2017). Using analytic rating scales to assess English–Chinese bi-directional interpreting: A longitudinal Rasch analysis of scale utility and rater behavior. Linguistica Antverpiensia, New Series: Themes in Translation Studies, 16, 196-215. Retrieved 25 January 2021 from https://lans-tts.uantwerpen.be/index.php/LANS-TTS/article/view/429/407
Hansen, G. (2005). Experience and Emotion in Empirical Translation Research with Think-Aloud and Retrospection. Meta, 50 (2), 511-521. https://doi.org:10.7202/010997ar.
Hansen, G. (2008). Triangulierung im Unterricht: Ubersetzungsprozesse, Eigenkorrektur und Fremdkrrektur. Informatologia, 41(2), 105-115, 2008. Retrieved 25 January 2021 from http://hrcak.srce.hr/index.php?show=clanak&id_clanak_jezik=40136
Jakobsen, A. L. (2003). Effects of think aloud on translation speed, revision, and segmentation. In F. Alves (Eds.), Triangulating translation: perspectives in process oriented research (pp. 69-95). Amsterdam, Philadelphia: John Benjamins Publishing Company.
Kockaert, H. J., & Segers, W. (2017). Evaluation of legal translations: PIE method (Preselected Items Evaluation). Journal of Specialised Translation, 27, 148-163. Retrieved 25 January 2021 from http://www.jostrans.org/issue27/art_kockaert.pdf
Korol, T. (2018). Assessment Peculiarities of Future Philologists’ Translation Competence. Education – Technology – Computer Science, 2(24), 189-194, Retrieved 25 January 2021 from http://www.eti.rzeszow.pl/docs/ETI_8_2.pdf
Korol, T. (2020a). Professional Translator Certification: Implications for Assessment in Undergraduate Philologists’ Training. Bulletin of the Cherkasy Bohdan Khmelnytsky National University. Series “Pedagogical Sciences”, 3, 63-72. https://doi.org: 10.31651/2524-2660-2020-3-63–72
Korol, T. (2020b). Translation assessment: is there anything to be tested objectively? Advanced Education, 15, 32-40, https://doi.org: 10.20535/2410-8286.200720
Krings, H. P. (2005). Wege ins Labyrinth – Fragestellungen und Methoden der Übersetzungsprozessforschung im Überblick. Meta, 50(2), 342-358. https://doi.org/10.7202/010941ar.
Kussmaul, P. (1995). Training the Translator. Amsterdam, Philadelphia: John Benjamins Publishing Company.
Li, D. (2004). Trustworthiness of think-aloud protocols in the study of translation processes. International Journal of Applied Linguistics, 14(3), 301-313. https://psycnet.apa.org/doi/10.1111/j.1473-4192.2004.00067.x
Lörscher, W. (1991). Translation performance, translation process, and translation strategies: A psycholinguistic investigation. Tübingen, Germany: Gunter Narr.
O’Brien, S. (2006). Pauses as indicators of cognitive effort in post-editing machine translation output. Across Languages and Cultures, 7(1), 1-21. doi.org: https://doi.org/10.1556/ACR.7.2006.1.1.
Orozco, M. & Hurtado Albir, A. (2002). Measuring Translation Competence Acquisition. Meta, 47(3), 375-402. https://doi.org/10.7202/008022ar
PACTE (2011). Results of the validation of the PACTE translation competence model: translation problems and translation competence. In C. Alvstad, A. Hild & E. Tiselius (Eds), Methods and strategies of process research: integrative approaches in translation studies (pp. 317-343). Amsterdam, Netherlands: John Benjamins.
Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Sciences Research, 34, 1189-1208.
Pavlović, T. (2013). The role of collaborative translation protocols (CTPs) in translation studies. Jezikoslovlje, 14(2-3), 549-563. Retrieved 25 January 2021 from https://hrcak.srce.hr/file/165567
Rosa, R. N., Sinar, T. S., Ibrahim-Bell, Z. & Setia, E. (2018). Pauses by Student and Professional Translators in Translation Process. International Journal of Comparative Literature & Translation Studies, 6(1), 18-28. https://doi.org:10.7575/aiac.ijclts.v.6n.1p.18
Shreve, G., Angelone, E. & Lacruz, I. (2014). Efficacy of Screen Recording in the Other-Revision of Translations: Episodic Memory and Event Models. MONTI, 1, 225-245. https://doi.org:10.6035/MonTI.2014.ne1.7.
Vygotsky, L. S. (2007). Myshlenie i rech [Thinking and Speech]. Moscow, Russia: Labirint.
How to Cite
Copyright (c) 2021 Tetiana Hryhorivna Korol, Sofiya Nikolaeva
This work is licensed under a Creative Commons Attribution 4.0 International License.Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).