Volume 24, Issue 2
  • ISSN 0924-1884
  • E-ISSN: 1569-9986
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Does the “expert blind spot”, our “unconscious competence”, lead us to undermine the effectiveness of our translation assignments? This study characterizes the translation task as schema-based, and thus prone to cognitive overload for the learner. Accordingly, schema acquisition tasks featuring reduced-goal specificity and goal-free problems for training the novice are reviewed. The argument is put forward that we need 1) to use more scaffolding to reduce cognitive load, 2) to vary task architecture for learning (including the use of planning pre-tasks), and 3) to provide diagnostic help for the student translator to attain context-independence for ‘high road transfer’. Formats for expertise modeling are considered — reverse tasks, completion examples, and other whole-task models — as instructional designs for load-managed translation tasks that improve problem-solving, schema acquisition, process-orientation, and metacognitive monitoring.


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