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The Relationship among EFL Learners' Self-Regulation, Locus of Control, and Preference for Vocabulary Acquisition
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In: Applied Linguistics Research Journal, Vol 2, Iss 1, Pp 12-24 (2018) (2018)
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| 42 |
Profiling writers: analysis of writing dynamics among college students
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In: ISSN: 1556-1623 ; EISSN: 1556-1631 ; Metacognition and Learning ; https://hal.archives-ouvertes.fr/hal-01991784 ; Metacognition and Learning, Springer Verlag, 2017, 12 (2), pp.233-273. ⟨10.1007/s11409-016-9166-6⟩ (2017)
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| 43 |
The analysis of cognitive processes as a tool for translator training ; L'analyse des processus cognitifs comme aide à la formation initiale et au perfectionnement des traducteurs
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In: https://tel.archives-ouvertes.fr/tel-01823032 ; Linguistique. Université Grenoble Alpes, 2017. Français. ⟨NNT : 2017GREAL034⟩ (2017)
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Abstract:
Translator training programmes comprise a wide range of contents and of instructional methods. But it would appear that students do not bridge the gap between declarative and procedural competences to the best of their abilities as a result of their lack of knowledge and understanding of their own working habits. Moreover, expertise research has shown that however robust the initial training, the mere accumulation of experience does not automatically lead to the optimal development of professional competence. The key to expertise would rest both in a suitable working environment and in deliberately self-regulated practice.The present contribution aims at assessing the ability of students to deliberately alter a given aspect of their translation habits after taking part in a workshop designed to strengthen their metacognitive skills. Reference data were collected and analysed to work out the effect of regulation on translating. Our proposed teaching sequence was then tested on two groups of students.It would seem that those students who were able to analyse their own habits and to compare them to those of their fellow students and of professional translators displaying a high level of regulation were able to consciously alter their working habits to a certain extent. Due to the limited number of participants, these results need confirmation through repetition on wider cohorts. But it seems that the proposed teaching sequence could provide students with a tool to proactively improve their working habits or their working environment. As such, it could be part of the wider movement of raising students’ awareness of the importance of cognitive, physical and organisational ergonomics at the workplace that is currently taking place in translator training. ; Les formations à la traduction pragmatique offrent un enseignement professionnalisant dense et multiforme. Or il n’est pas certain que les étudiants intègrent au mieux compétences déclaratives et opérationnelles, faute d’avoir suffisamment conscience de leurs méthodes de travail. Par ailleurs, les recherches sur l’expertise montrent qu’une formation initiale solide et des années d’expérience ne suffisent pas à garantir le développement optimal des compétences professionnelles. Outre un environnement de travail favorable au développement de ces compétences, la solution résiderait dans l’adoption d’une démarche d’apprentissage autorégulé.La présente contribution vise à évaluer la capacité des étudiants à adopter ponctuellement une telle démarche à la suite d’une séquence d’enseignement renforçant leurs compétences métacognitives. Une collecte de données de référence et deux expérimentations ont permis d’estimer l’effet de la régulation sur l’activité traduisante et d’évaluer l’intérêt du dispositif d’enseignement proposé.Il en ressort que les étudiants qui ont eu l’occasion d’analyser leurs propres processus cognitifs et de les comparer à ceux de leurs pairs et à ceux de professionnels présentant un degré élevé de régulation auraient les capacités d’agir consciemment sur leurs habitudes de travail. Ces résultats, qui demandent néanmoins à être vérifiés auprès de cohortes plus larges, indiquent que le dispositif d’enseignement proposé pourrait donner aux étudiants des clés pour intervenir sur leurs habitudes de travail et, plus largement, sur leur environnement de travail. Ce faisant, il s’inscrirait dans la dynamique actuelle qui sensibilise les étudiants en traduction à l’ergonomie cognitive, physique et organisationnelle au poste de travail.
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Keyword:
[SHS.LANGUE]Humanities and Social Sciences/Linguistics; Autorégulation; Cognitive processes; Ergonomics; Ergonomie; Expertise; Formation à la traduction pragmatique; Metacognition; Métacognition; Processus cognitifs; Self-Regulation; Specialised translation training
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URL: https://tel.archives-ouvertes.fr/tel-01823032/document
https://tel.archives-ouvertes.fr/tel-01823032
https://tel.archives-ouvertes.fr/tel-01823032/file/CARRE_2017_archivage.pdf
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| 44 |
An academic and professional preparatory curriculum design and supplemental academic advisement tool: self-regulation, ethics, and communication for engineering graduate students ...
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| 45 |
Unregulated Space: Text-Messaging Habits as a Predictor of Punctuation Errors in the Academic Writing of College Students
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In: Doctoral Dissertations and Projects (2017)
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| 46 |
DBT-A and Parental Inclusion in Skills Training Groups
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In: Master of Social Work Clinical Research Papers (2017)
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| 47 |
Exploring the Impacts of the Parent-Child Mother Goose Program
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Weber, Natasha. - : University of Alberta. Department of Human Ecology., 2017
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| 48 |
A systematic review of language learner strategy research in the face of self-regulation
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| 49 |
A systematic review of language learner strategy research in the face of self-regulation
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| 50 |
Self-Regulation in the Kindergarten Classroom: Co-Constructing Pedagogical Knowledge
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| 51 |
The formation of secondary linguistic identity in the process of future pharmacists’ individual work ; Формування вторинної мовної особистості майбутніх фармацевтів у процесі самостійної роботи
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In: ScienceRise: Pedagogical Education; № 6 (14) (2017); 14-18 ; 2519-4984 ; 2519-4976 (2017)
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| 52 |
An early years toolbox for assessing early executive function, language, self-regulation, and social development: Validity, reliability, and preliminary norms
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In: Faculty of Social Sciences - Papers (Archive) (2017)
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| 53 |
Classroom Based Mindfulness and its Impact on Peer Relationships
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| 54 |
Classroom Based Mindfulness and its Impact on Peer Relationships
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| 55 |
An Action Research on the Development of Self-regulated Writing Strategies of Turkish EFL Students
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In: Eurasian Journal of Applied Linguistics, Vol 3, Iss 2, Pp 191-204 (2017) (2017)
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| 56 |
A Lattice Model of the Development of Reading Comprehension.
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In: Child development perspectives, vol 10, iss 4 (2016)
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| 57 |
Can grit fix the achievement gap? An investigation of grit's conceptual uniqueness and predictive value in diverse student achievement ...
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Riley, Lynsey W. - : Digital Repository at the University of Maryland, 2016
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| 58 |
Behavioral approach and fear moderates the relationship between insensitive/intrusive parenting and early language development
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| 59 |
Translating evidence-based guidelines to improve feedback practices: the interACT case study
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A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships
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