The development of expertise in interpreting through self-regulated learning from trainee interpreters
The purpose of this study is to investigate the role of self-regulated learning in the development of expertise in conference interpreting for trainee interpreters. It aims to identify and quantify the learner factors affecting the development of expertise in interpreting and their interrelationships, chart their changes over time, and specify their relationship to interpreting performance. Participants were thirty Stage-1 students and eleven Stage-2 direct-entry students admitted into the MA in Translating and Interpreting Programme (Chinese strand) at Newcastle University in September 2009. Quantitative data were collected at three time points over the course of the academic year with the aid of a self-designed questionnaire. Trainee interpretersâ motivational beliefs and metacognitive knowledge of strategies were found to be major influences on their use of self-regulated learning strategies. Motivational beliefs and strategy use predicted interpreting performances. In turn, interpreting performances were found to influence subsequent motivational beliefs, metacognitive knowledge and strategy use. Student entry characteristics such as level of language on entry and age played a moderating role in the
Fan, Dinghong
The development of expertise in interpreting through self-regulated learning from trainee interpreters. The purpose of this study is to investigate the role of self-regulated learning in the development of expertise in conference interpreting for trainee interpreters. It aims to identify and quantify the learner factors affecting the development of expertise in interpreting and their interrelationships, chart their changes over time, and specify their relationship to interpreting performance. Participants were thirty Stage-1 students and eleven Stage-2 direct-entry students admitted into the MA in Translating and Interpreting Programme (Chinese strand) at Newcastle University in September 2009. Quantitative data were collected at three time points over the course of the academic year with the aid of a self-designed questionnaire. Trainee interpretersâ motivational beliefs and metacognitive knowledge of strategies were found to be major influences on their use of self-regulated learning strategies. Motivational beliefs and strategy use predicted interpreting performances. In turn, interpreting performances were found to influence subsequent motivational beliefs, metacognitive knowledge and strategy use. Student entry characteristics such as level of language on entry and age played a moderating role in the
development expertise interpret self regulated learn trainee interpreter purpose_study investigate_role self regulated learning development expertise conference_interpret trainee interpreter aim_identify quantify learner factor_affect development expertise interpret interrelationship chart change_time specify relationship interpret performance participants thirty stage student eleven stage direct entry student admit translating interpreting programme chinese strand newcastle university quantitative_data collect time point course academic year aid self designed questionnaire trainee interpreter motivational belief metacognitive knowledge strategy find major influence use self regulated learning strategy motivational belief strategy_use predict interpreting performance turn interpret performance find influence subsequent motivational belief metacognitive knowledge strategy_use student entry characteristic level language entry age play moderate role