El proyecto continúa con la línea de investigación en traductología sobre procesos traslativos en estudiantes de traductorado (GARCÍA, GIOZZA, D'GREGORIO, CIUDA 2003). El objetivo primordial de este trabajo es identificar la secuencia del proceso traductor y el uso de estrategias metacognitivas. Parte de la siguiente hipótesis: la observación de los procesos traslativos mediante una metodología de triangulación de datos permitiría identificar el grado de activación de estrategias metacognitivas en alumnos traductores. Se basa en el modelo de proceso traductor propuesto por Delisle y el modelo de competencia traductora propuesto por el grupo PACTE 2003. El diseño es no experimental, observacional con técnicas cuanti-cualitativas.
This project is part of a research line on translation students'processes, initiated in 2003 by García, Giozza and D’Gregorio. The goal of the present study is to identify the translation sequence and the use of metacognitive strategies. Hence, the ensuing hypothesis suggests that the study of the translatory processes through data triangulation would allow the identification of the extent to which translator-trainees apply metacognitive strategies. It is based on the translation process model proposed by Delisle and the Translation Competence Model proposed by PACTE group (2003). It is non-experimental, observational research of both qualitative and quantitative nature. The stages of the procedure were as follows: provision of information to the student, translation of a text, concurrent registration of the process through TRANSLOG, TAPs used retrospectively, questionnaire and data segmentation and processing applying a triangular model.Through empirical validation, the proposed methodoly made it possible to identify metacognitive strategies and translation process sequences, as well as the varying degrees of efficiency derived from the TUs (Translation Units) selected by the students. All this provided new insights into the students’ translation process, and will provide the basis for the improvement of the teaching practice and the use of metacognitive strategies by the students.
