Comparative Effects of Different Situated-Learning Translation Training Practices on Students' Legal Translation Quality, Critical Thinking, and Problem-solving Strategies (Research Article)

Aitsiselmi, F., & Touille, H. (2006). Legal translation in the classroom: A case study. Retrieved February 25, 2013, from http: //www.tradulex.com/Actes2000/SelmiTrouille.pdf.

Alves, F. (Ed.). (2003). Triangulation in process oriented research in translation. Philadelphia: Benjamins Translation Library.

Behizadeh, N. (2014). Enacting problem-posing education through project-based learning. The English Journal, 104(2), 99-104.

Biel, L. (2017). Enhancing the communicative dimension of legal translation: Comparable corpora in the research-informed classroom. The Interpreter and Translator Trainer, 11(4), 316-336.

Borja Albi, D. A. (2017). Epistemological approaches to legal translation education: A situated account (Unpublished doctoral dissertation). Universitat Jaume I, Castello de la Plana, Spain.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.

Duraner, J. E. (2012). Problematizing the use of parallel texts in legal translation training.  I.U. Journal of Translation Studies, 6(2), 135-160.

Fernandez, E., & Russo, M. (2020). A multidisciplinary theoretical and methodological framework for the study of telephone interpreting. The Interpreter and Translator Trainer, 14(3), 240-258.

Goff-Kfouri, C. A. (2005). Testing and evaluation in the translation classroom. Translation Journal, 9(2), 75-99.

Gonzalez-Davies, M., & Enriquez-Raido, V. (2016). Situated learning in translator and interpreter training: Bridging research and good practice. The Interpreter and Translator Trainer, 10(1), 1-11.

Griebel, C. (2017). Fuzzy concepts in translators’ minds: A cognitive-translational approach to tackling the difficulties of legal translation. Translation and Translanguaging in Multilingual Contexts, 3(1), 97-113.

Harvey, M. (2000). A beginner’s course in legal translation: The case of culture-bound terms. ASTTI/ETI, 2(24), 357-369.

Hasturkoglu, G. (2019). Situated learning in translator and interpreter training: Model United Nations simulations. Journal of Language and Linguistic Studies, 15(3), 914-925.

Honey, P. (2004). Critical thinking questionnaire. Retrieved Oct., 07, 2004, from http://www.Peter Honey.com.

Hoomanfard, M. H. (2017). EFL learners' attitudes and perceptions of online and conventional peer written feedback: A tertiary level experience. Malaysian Journal of Languages and Linguistics, 6(1), 49-62.

Hoomanfard, M. H., & Rahimi, M. (2020). A comparative study of the efficacy of teacher and peer online written corrective feedback on EFL learners' writing ability. Zabanpazhuhi (Journal of Language Research), 11(33), 327-352.

Hurtado Albir, A. (2015). The acquisition of translation competence. competences, tasks, and assessment in translator training. Meta. Translators’ Journal, 60(2), 256–280.

Jaaskelainen, R., (1999). Tapping the process: An explorative study of cognitive and effective factors involved in translating. Joensuu: University of Joensuu Publications in Humanities.

Jahromi, P. P., & Suzani, S. M. (2016). A study of relationship between translation studies students’ critical thinking ability and the quality of literary prose text translation. Theory and Practice in Language Studies, 6(9), 1855-1862.  

Kennedy, R. (2000). Much ado about nothing: problems in the legal translation industry. Temple International and Comparative Law Journal. 14(2), 423-444.

Khabiri, M. & Zarrinsadaf, M. T. (2013). Asynchronous web-based discussion forums in a blended learning environment: boosting learners’ critical thinking. International Journal of Instructional Technology and Distance Learning, 3(10), 3-24.

Kiraly, D. (2000). A social constructivist approach to translator education. Empowerment from theory to practice. Manchester: St Jerome.

Knouzi, I., Swain, M., Lapkin, S., & Brooks, L. (2010). Self‐scaffolding mediated by languaging: Microgenetic analysis of high and low performers. International Journal of Applied Linguistics, 20(1), 23-49.

Kockaert, H. J., Leuven, K. & Rahab, N. (2017). Introduction: Quality in legal translation.  The Journal of Specialized Translation, 37, 2-9.

Konttinen, K., Veivo, O., Salmi, L., & Holopainen, T. (2017). Multilingual Translation Workshop– Developing Professionals in a Simulated Translation Market. MikaEL – Electronic Journal of the KäTu Symposium on Translation and Interpreting Studies 10, 150–164.

Konttinen, K., Veivo, O., & Salo, P. (2020). Translation students’ conceptions of translation workflow in a simulated translation company environment. The Interpreter and Translator Trainer, 14(1), 79-94.

Li, D., Zhang, C., & He, Y. (2015). Project-based learning in teaching translation: students’ perceptions. The Interpreter and Translator Trainer, 9(1), 1-19.

Lisowska, M.  (2019).  Developing translation competence through situated learning in the community of practice the case of Polish-English, English-Polish undergraduate BA level legal translation class. Strategic Entrepreneurship Journal, 9(1), 7-31.

Madkour, M. (2016). The Integration of project-based methodology into teaching in machine translation. International Education Studies, 9(3), 167-188.

Mahasneh, A. (2013). Translation training in the Jordanian context: Curriculum evaluation in translator education. State University of New York at Binghamton.

Massey, G., & Brändli, B. (2016). Collaborative feedback flows and how we can learn from them: Investigating a synergetic learning experience in translator education. Towards Authentic Experiential Learning in Translator Education, 43, 177-199

Matijasevic, M. (2013). Functionalist approach to teaching legal translation. Versita: Studies in Logic, Grammar, and Rhetoric, 34(47), 113-127.

Mitchell-Schuitevoerder, R. (2014). A project-based syllabus design innovative pedagogy in translation studies (Doctoral dissertation). Durham University.

Moghaddas, M., & Khoshsaligheh, M. (2019). Implementing project-based learning in a Persian translation class: A mixed-methods study. The Interpreter and Translator Trainer, 13(2), 190-209.

Monzo, E. (2003). Corpus-based teaching: The use of original and translated texts in the training of legal translators. Translation Journal, 7(4), 1- 17.

Munoz Martin, R. (2009). Expertise and environment in translation. Mutatis Mutandis, 2(1), 24–37.

Naghipoor, M., & Boloori, L. (2013). The role of translation tasks in foreign language listening comprehension. The Iranian EFL Journal, 9(3), 346-357.

Naini, J. (2005). The effect of collaborative learning on critical thinking of Iranian EFL learners (Unpublished master's thesis). Islamic Azad University, Central Tehran branch, Tehran, Iran.

Newmark, P. (1988). A textbook of translation. Hertfordshire: Prentice Hall.

Nida, E. (1975). Language structure and translation. Standford, California: Standford University Press.

Nitzke, J. (2019). Problem solving activities in post-editing and translation from scratch: A multi-method study. Language Science Press.

Núñez, J. L., & Bolaños-Medina, A. (2018). Predictors of problem-solving in translation: Implications for translator training. The Interpreter and Translator Trainer, 12(3), 282-298.

Ramos, F.  (2015). Legal translation studies as interdiscipline: Scope and evaluation. Meta: Translators' Journal, 59(2), 266-277.

Rodríguez-Castro, M. (2018). An integrated curricular design for computer-assisted translation tools: Developing technical expertise. The Interpreter and Translator Trainer, 12(4), 355-374.

Ruegg, R. (2015). The relative effects of peer and teacher feedback on improvement in EFL students’ writing ability. Linguistics and Education, 29, 73-82.

Ryan, T., & Henderson, M. (2018). Feeling feedback: students’ emotional responses to educator feedback. Assessment & Evaluation in Higher Education, 43(6), 880-892.

Scarpa, F., & Orlando, D. (2017).  What it takes to do it right: An integrative EMT-based model for legal translation competence. The Journal of Specialised Translation, 13, 21-42.

Schendel, R., & Tolmie, A. (2017). Beyond translation: Adapting a performance-task-based assessment of critical thinking ability for use in Rwanda. Assessment & Evaluation in Higher Education, 42(5), 673-689.

Scott-Tennent, C., Gonzalez-Davies, M., & Rodríguez Torras, F. (2001). Experimental training in the application of translation strategies: An empirical study. Quaderns. R evista de Traducció,6, 22-26.

Storch, N. (2019). Collaborative writing. Language Teaching, 52(1), 40-59.

Tian, L., & Zhou, Y. (2020). Learner engagement with automated feedback, peer feedback and teacher feedback in an online EFL writing context. System, 91, 102-124.

Valtchuk, O., & Class, B. (2021). ‘It really suits the objectives of the master’s’: How a student Facebook group chat contributes to situated learning in an interpreter training programme. The Interpreter and Translator Trainer, 14(5), 1-17.

Way, C. (2016). The challenges and opportunities of legal translation and translator training in the 21st Century. International Journal of Communication, 10(10), 1009-1029.

Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard business press.

Zhang, Z. V., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90-102.