چکیده

Given the pivotal role of the translator as a mediator between cultures in today’s world, translation training is of great importance. In the context of translation training, the notion of translation competence (TC) plays a prominent role. However, a few number of studies investigated a practical procedure for developing students’ translation competence. As a result, this study investigated the impact of Dynamic Assessment (DA) as a process-oriented procedure on students’ translation competence development. Particularly, Group Dynamic Assessment (G-DA) with cumulative approach was implemented to reach the main aims of the study. A mixed-method study was designed in order to examine the research questions and hypotheses. Concerning the quantitative phase of the study, the study employed a quasi-experimental pretest-treatment-posttest design. The results suggested that the DA group significantly outperformed the control group on the posttest. In other words, implementing dynamic assessment developed students’ translation competence in general and bilingual sub-competence in particular. Regarding the qualitative phase of the study, results of the descriptive analyses showed that the number of mediations was reduced in each session gradually. The reduction in the number of mediations indicated that the students moved forward within their translation competence Zone of Proximal Development (ZPD). Generally, the results and findings of this study could benefit both translation teachers and students in academic contexts and pave the way for doing further empirical research in the scope of translation pedagogy.

کليدواژه ها

group dynamic assessment, cumulative approach, zone of proximal development, translation competence, bilingual sub-competence

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S.Mahboobeh shorofi , 1398 , The Impact of Group Dynamic Assessment on Students ‘Translation Competence development: A New Approach in Translation Training , اولين کنفرانس بين المللي مطالعات زبان انگليسي