Keywords
interpretación; formación de intérpretes; introspección; metacognición; autopercepción; autorregulación; monitorización, interpreting; interpreter training; introspection; metacognition; self-perception; self-regulation; monitoring
Metacognitive self-perception in interpreting
Abstract
La capacidad del intérprete para autoevaluar, en el plano metacognitivo, la finalidad cambiante de su tarea y subsiguientes estrategias puede desempeñar un papel clave en sus niveles globales de rendimiento. Este artículo argumenta que desarrollar niveles altos de metacognición puede ser crucial no solo para el desempeño profesional del intérprete, sino también para los procesos de aprendizaje del estudiante de interpretación, pues podría contribuir a desarrollar un autoconcepto profesional más preciso y mejores técnicas de autorregulación. El estudio, llevado a cabo con 199 estudiantes de intepretación, validó una herramienta para evaluar susniveles de metacognición autopercibida. La herramienta de medición se desarrolló a partir de contribuciones relevantes previas en los campos de la Educación, Interpretación y Psicología. De acuerdo con los resultados de análisis factorial, la metacognición autopercibida en estudiantes de interpretación puede definirse como un constructo constituido a partir de cuatro dimensiones: percepcions de autoconocimiento, búsqueda y consolidación de un criterio propio e individual, desarrollo de una macroestrategia interpretativa y flujo de conciencia focalizada en la tarea.
The ability of interpreters to engage in metacognitive activity enabling them to self-assess the changing purpose of their task and subsequent strategies can play a pivotal role in their global attainment levels. This paper argues that developing a high degree of metacognition can be key, not only for the expert's interpreting performance, but also for trainees' learning processes, helping them develop a more accurate professional self-concept and better self-regulation techniques. The study, carried out with 199 interpreting trainees, tested a tool to assess self-perceived metacognition levels. The measurement tool was developed on the basis of previous relevant academic contributions to the overlapping fields of Education, Interpreting and Psychology. According to the results of a factor analysis, self-perceived metacognition in interpreting trainees can be defined as a construct made up of four dimensions: self-knowledge perception, consolidation of one's own set of criteria, development of a macro-strategy, and task-focused flow.
The ability of interpreters to engage in metacognitive activity enabling them to self-assess the changing purpose of their task and subsequent strategies can play a pivotal role in their global attainment levels. This paper argues that developing a high degree of metacognition can be key, not only for the expert's interpreting performance, but also for trainees' learning processes, helping them develop a more accurate professional self-concept and better self-regulation techniques. The study, carried out with 199 interpreting trainees, tested a tool to assess self-perceived metacognition levels. The measurement tool was developed on the basis of previous relevant academic contributions to the overlapping fields of Education, Interpreting and Psychology. According to the results of a factor analysis, self-perceived metacognition in interpreting trainees can be defined as a construct made up of four dimensions: self-knowledge perception, consolidation of one's own set of criteria, development of a macro-strategy, and task-focused flow.
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