NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ960273
Record Type: Journal
Publication Date: 2012
Pages: 20
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1380-3611
Self-Regulating Activity: Use of Metacognitive Guides in the Interpreting Classroom
Canada, Maria Dolors; Arumi, Marta
Educational Research and Evaluation, v18 n3 p245-264 2012
This research studies the development of metacognitive skills in students of consecutive interpreting from German into Spanish. The purpose is to discover which self-regulating processes appear after introducing a specific pedagogical action based on metacognitive guides. Our hypothesis is that self-regulating activity will increase as work with the guides advances. We also analyse the changes which occur as the course progresses. The analysis of the corpus enables us to describe metacognitive activity in consecutive interpretation students and also to justify the introduction of a component of self-regulation in teaching and learning processes. The research contributes to pedagogical development in consecutive interpretation since it sheds light on how to use effective teaching and learning patterns that can lead to self-regulation. (Contains 10 tables and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain