Collaborative Research in Raising Translation Competence among Language Students
Extending Research Horizons in Applied Linguistics - Between Interdisciplinarity and Methodological Diversity - Hadrian Aleksander Lankiewicz
Małgorzata Godlewska [+]
University of Gdańsk
This chapter rests on the idea that the phenomenon of collaborative research belongs to the most prolific and versatile research methods in our times. This method owes its universality to the contemporary imperative for networking, professional flexibility, and, in the first place, the growing conception of studying and learning as a social and cultural process. Rooted in pedagogical studies, the term collaborative research has become prevalent across a variety of scientific disciplines including cognitive psychology (Dillenbourg, 1999; Mercier, 2010), business and management (Blundo, Simon, 2016; Loon, 2016 ), music and music education (Westerlund, 2013), information and communication technologies (Adams, 2005; Anastasiades, 2009; Dillenbourgh, 1999; Dimarco, 2010), and healthcare (Croker, Smith, Fisher, 2016; Raney, Lasky, Scott, 2017). This chapter will explore the applicability of the collaborative research model in humanities, in the field of translation studies, and teaching translation in particular. The theoretical part of the chapter is indebted to the seminal works by Lev Vygotsky, who introduces collaborative learning as a socio-cultural phenomena shaped by interactions with others (1978), and to Johnson and Johnson and their concept of five principles for successful group work (1975, 1999). Apart from these early examples of research in the area of collaboration in pedagogy, this chapter builds its theoretical foundation on the latest publications redefining contemporary education through the prism of collaboration as its prerequisite (Rutherford, 2014; DiMarco, Luzzatto, 2010; Adams, 2005; Frey, Everlove, Fisher, 2009). In the practical part of the chapter, the collaborative research method will be applied so as to analyse the process of increased linguistic and non-linguistic competences of the translator (Małgorzewicz, 2004) among a group of students trained in the area of translation studies. The didactic aim of the research is to establish one well-informed rendition of the text, while the methodological aim is to determine the moment of the increased translation competence (PACTE, 2003) in the act of translation communication by means of microgenesis, the analysis of the students’ conversation.