How Successful Are Undergraduate Students in Revising and Justifying Different Types of Translation Decisions in Response to Instructor Feedback?

Abstract

This article discusses a study which investigated undergraduate students’ skills in revising and justifying different types of translation decisions. Thirty-six students translated a text into the L1 or L2 using all available resources. The translations were assessed based on their functionality and other criteria related to preserving source text content and assuring target text adequacy; controversial translation decisions were marked with symbols denoting particular criteria. The students then revised or justified their translation decisions. The revisions, justifications, as well as instances where no action was taken were analysed in order to establish what actions the students performed regarding particular types of the instructor’s markings and how effective these actions were, both irrespective of and depending on directionality.