@article{jbp:/content/journals/10.1075/forum.20001.san, author = "Shorofi, Mahboubeh and Sanatifar, Mohammad Saleh and Tavakoli, Mansoor", title = "The impact of Group Dynamic Assessment on the development of translation bilingual sub-competence: Implications for translator training", journal= "FORUM. Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation", year = "2020", volume = "18", number = "2", pages = "197-230", doi = "https://doi.org/10.1075/forum.20001.san", url = "https://www.jbe-platform.com/content/journals/10.1075/forum.20001.san", publisher = "John Benjamins", issn = "1598-7647", type = "Journal Article", keywords = "translation competence", keywords = "Group Dynamic Assessment", keywords = "approche cumulative", keywords = "compétence en traduction", keywords = "cumulative approach", keywords = "sous-compétence bilingue", keywords = "zone proximale de développement", keywords = "évaluation dynamique de groupe", keywords = "Zone of Proximal Development", keywords = "bilingual sub-competence", abstract = "Abstract

For training translators in academic settings, the notion of translation bilingual sub-competence is fundamental. However, little research has addressed the practical methods for developing the trainees’ translation bilingual sub-competence. The present study investigated the impact of Group Dynamic Assessment on trainees’ translation bilingual sub-competence development and the ways it helps them develop their bilingual sub-competence. Vygotsky’s Zone of Proximal Development and PACTE translation competence model served as the theoretical framework for the study. Methodologically, a mixed-methods study was designed. For the quantitative phase, a semi-experimental method, and for the qualitative phase, interviews were administered. The results confirmed that implementing a Group Dynamic Assessment developed the trainees’ translation bilingual sub-competence. The findings of the study can be used in professional development and in-service courses for the academic staff and could pave the way for further empirical research in translation pedagogy.", }