Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Metacognitive strategies in professional translation
practice
Dilnoza KHASANOVA
1
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received December 2024
Received in revised form
10 January 2024
Accepted 25 January 2024
Available online
25 February 2025
Metacognitive skills play a crucial role in written translation,
enabling translators to plan, monitor, and evaluate their
cognitive processes. This study aimed to identify the key
metacognitive skills relevant to written translation and analyze
the individual strategies used by translators. The experiment
was conducted using a case study method at the Department of
Foreign Languages, Linguistics, and Translation. Two
participants engaged in a simulated translation task,
accompanied by structured pre- and post-translation
discussions. The findings revealed that self-monitoring,
problem anticipation, and strategic planning were key
metacognitive skills employed by the participants. Additionally,
translators demonstrated varied approaches to handling lexical,
grammatical, stylistic, and extralinguistic challenges. The
results emphasize the importance of structured reflection in
improving translation competence. The study concludes that
explicit training in metacognitive strategies can enhance
translation accuracy and efficiency. Future research should
further explore the impact of metacognitive training on
translation performance with a larger sample size.
2181-3701
/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol3-iss2/S-pp23-28
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
metacognition,
translation studies,
written translation,
metacognitive strategies,
cognitive processes,
self-monitoring,
problem-solving,
strategic planning,
translation challenges,
reflection in translation,
translator competence,
experimental study.
1
Teacher, Uzbekistan State World Languages University.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
2 (2025) / ISSN 2181-3701
24
Professional
tarjima
amaliyotida
qo‘llaniladigan
metakognitiv strategiyalar
ANNOTATSIYA
Kalit so‘zlar
:
Metakognitsiya,
tarjimashunoslik,
yozma tarjima,
metakognitiv strategiyalar,
kognitiv jarayonlar,
o‘z
-
o‘zini nazorat qilish,
muammolarni hal qilish,
strategik rejalashtirish,
tarjima muammolari,
tarjimada refleksiya,
tarjimon kompetensiyasi,
eksperimental tadqiqot.
Metakognitiv ko‘nikmalar yozma tarjimada muhim rol
o‘ynaydi, chunki ular tarjimonlarga o‘z bilish jarayonlarini
rejalashtirish, kuzatish va baholash imkonini beradi. Ushbu
tadqiqot
yozma
tarjimaga
oid
asosiy
metakognitiv
ko‘nikmalarni aniqlash va tarjimonlar qo‘llaydigan individual
strategiyalarni tahlil qilishni maqsad qilgan. Tajriba Chet tillari,
tilshunoslik va tarjima kafedrasida holat o‘rganish usuli orqali
o‘tkazildi. Ikki ishtirokchi simulyatsiya qilingan tarjima
vazifasini bajarish bilan bir qatorda, tarjimadan oldingi va
keyingi tuzilmali muhokamalarda qatnashdi. Natijalar shuni
ko‘rsatdiki, o‘zini nazorat qilish, muammolarni oldindan ko‘ra
bilish va strategik rejalashtirish ishtirokchilar tomonidan
qo‘llanilgan asosiy metakognitiv ko‘nikmalar bo‘lgan. Bundan
tashqari,
tarjimonlar
leksik,
grammatik,
uslubiy
va
ekstralingvistik qiyinchiliklarni hal etishda turli yondashuvlarni
namoyish etdilar.Natijalar tarjimonlik kompetensiyasini
takomillashtirishda tizimli refleksiya muhimligini ta’kidlaydi.
Tadqiqot shuni ko‘rsatadiki, metakognitiv strategiyalarga aniq
o‘rgatish tarjima aniqligi va samaradorligini oshirishi mumkin.
Kelajakdagi tadqiqotlar metakognitiv treningning katta
hajmdagi namuna bilan tarjima samaradorligiga ta’sirini yanada
chuqurroq o‘rganishi kerak.
Метакогнитивные стратегии в профессиональной
переводческой практике
АННОТАЦИЯ
Ключевые слова:
метапознание,
переводоведение,
письменный перевод,
метакогнитивные
стратегии,
когнитивные процессы,
самоконтроль,
решение проблем,
стратегическое
планирование,
проблемы перевода,
рефлексия при переводе,
компетентность
переводчика,
экспериментальное
исследование.
Метакогнитивные навыки играют решающую роль в
письменном
переводе,
позволяя
переводчикам
планировать,
контролировать
и
оценивать
свои
когнитивные процессы. Целью данного исследования было
выявление
ключевых
метакогнитивных
навыков,
имеющих отношение к письменному переводу, и анализ
индивидуальных стратегий, используемых переводчиками.
Эксперимент проводился на кафедре иностранных языков,
лингвистики и перевода с использованием метода кейс
-
стади. Двое участников выполняли имитационное задание
по переводу, сопровождавшееся структурированными
обсуждениями до и после перевода. Результаты показали,
что самоконтроль, предвидение проблем и стратегическое
планирование были ключевыми метакогнитивными
навыками, используемыми участниками. Кроме того,
переводчики продемонстрировали различные подходы к
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
2 (2025) / ISSN 2181-3701
25
решению лексических, грамматических, стилистических и
экстралингвистических задач. Результаты подчеркивают
важность
структурированного
размышления
для
повышения переводческой компетенции. В исследовании
делается
вывод
о
том,
что
явное
обучение
метакогнитивным стратегиям может повысить точность и
эффективность перевода. Будущие исследования должны
более подробно изучить влияние метакогнитивного
обучения на эффективность перевода с большим размером
выборки.
INTRODUCTION
Metacognition, or the ability to regulate one's cognitive processes, plays a crucial
role in complex tasks such as written translation. Effective translators must not only
possess linguistic proficiency but also engage in self-monitoring, strategic planning, and
reflective thinking to ensure accuracy and coherence in their work. While numerous
studies have explored linguistic and cognitive aspects of translation, there is still a need
to examine the specific metacognitive skills and strategies employed by translators
during the translation process.
LITERATURE REVIEW
Metacognitive strategies play a vital role in professional translation practice, as
they enable translators to regulate their cognitive processes, assess challenges, and
enhance translation accuracy. Scholars have explored various aspects of metacognition in
translation studies, emphasizing the importance of self-monitoring, problem-solving, and
reflection in translation performance.
Flavell (1979) first introduced the concept of metacognition, defining it as the
awareness and control of one's cognitive processes. Later research extended this concept
to translation studies, arguing that skilled translators employ metacognitive strategies to
navigate linguistic and extralinguistic c
hallenges (Gile, 1995; Muñoz Martín, 2014).
Kiraly (1995) highlighted the significance of metacognitive awareness in
translation training, suggesting that fostering self-reflection and strategic thinking
improves students' translation competence. Similarly
, Alves and Gonçalves (2007)
investigated how professional translators use metacognitive strategies to enhance
decision-making and problem-solving abilities. Their findings emphasized the
importance of planning, monitoring, and evaluating translation tasks. Several studies
have examined the role of pre- and post-translation reflection in professional practice.
Shreve and Angelone (2010) argued that post-translation analysis helps translators
develop a deeper understanding of their decision-making processes and identify areas
for improvement. Likewise, Hansen (2006) found that experienced translators engage in
metacognitive strategies more effectively than novices, demonstrating greater control
over their cognitive processes.
Moreover, research by Ehrensberger-Dow and Massey (2019) stressed the role of
metacognition in managing translation difficulties, such as lexical ambiguity, cultural
adaptation, and stylistic consistency. They proposed that structured training in
metacognitive strategies can significantly enhance translation performance. Despite
these advancements, there remains a need for further empirical research to explore the
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
2 (2025) / ISSN 2181-3701
26
impact of explicit metacognitive training on professional translation efficiency. Future
studies should investigate how translators' self-regulation skills develop over time and
how metacognitive awareness influences translation quality.
METHODS
This study aims to identify the key metacognitive skills relevant to written
translation activities and analyze individual metacognitive strategies used by translators.
By experimenting in the Department of Foreign Languages, Linguistics, and Translation,
we sought to observe how translators approach written translation tasks, anticipate and
resolve challenges, and reflect on their decision-making processes.
Using a case study method, we designed an experiment where participants
engaged in a simulated written translation scenario, with structured pre- and post-
translation discussions. We compiled a list of metacognitive skills essential for
translation, as well as linguistic and extralinguistic challenges that could reveal strategic
approaches taken by translators. Through this study, we aim to contribute to a deeper
understanding of how metacognitive awareness influences translation performance and
how it can be enhanced through targeted training.
Our experiment aimed to determine the list of metacognitive skills relevant for
written translation activities, as well as to identify individual metacognitive strategies of
a translator. The experiment was conducted at the Department of Foreign Languages,
Linguistics and Translation.
Using the case method, we invited 2 subjects to take part in a simulated situation of
written translation, which was accompanied at the pre-translation and post-translation
stages by a conversation according to a pre-developed scenario.
In preparation for the experiment, we determined a preliminary list of
metacognitive knowledge and skills important for the implementation of written
translation activities. We also compiled a list of lexical, grammatical, stylistic and
extralinguistic difficulties, which, as we assumed, are necessary to identify metacognitive
skills and strategies of written translation. Then we formed texts that included pre-
planned complexities-traps. Thus, we would like to emphasize that (1) metacognitive
knowledge and skills, (2) the compiled list of difficulties, and (3) the modeled texts
conditioned each other and depended on each other.
We also compiled an algorithm and outlined the conditions for conducting the
experiment, which must be observed.
The subjects were informed in advance of the broad and narrow context of the
written translation situation, and were given answers to clarifying questions.
We divided the experiment itself into 3 parts: pre-translation analysis, translation,
and post-translation analysis.
At the pre-translation analysis stage, following the established strategy of
conducting the conversation, we first found out the quality and procedure of the subjects'
preparation for written translation. Then we provided the subjects with texts for
translation, asking them to familiarize themselves with their content, after which we
asked them to assess their confidence in the success of the translation and justify their
assessment.
At the translation stage, the time for work was not limited. The subjects had to
translate independently, without using dictionaries and online translators.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
2 (2025) / ISSN 2181-3701
27
At the post-translation analysis stage, we conducted an interview, during which we
guided the subjects to understand their metacognitive processes. Audio and video
recording was carried out at all three stages of the experiment.
RESULTS
The experiment provided valuable insights into the metacognitive skills and
strategies involved in written translation.
The key findings are as follows:
Identification of Metacognitive Skills
–
The participants demonstrated various
metacognitive skills, including self-monitoring, problem anticipation, and strategic
planning. These skills were particularly evident in their ability to assess the complexity of
the text before translation and in their reflection on translation choices afterward.
Use of Individual Metacognitive Strategies
–
The subjects relied on different
approaches to handle lexical, grammatical, stylistic, and extralinguistic challenges. One
participant focused on structural analysis and logical reasoning, while the other relied
more on intuition and prior experience.
Pre-Translation Self-Assessment
–
Both participants initially expressed different
levels of confidence in their translation abilities. However, their self-assessment was
closely related to their metacognitive awareness
—
those who engaged in deeper analysis
at the pre-translation stage demonstrated greater confidence and accuracy in their
translations.
Handling of Pre-Planned Complexities
–
The participants reacted differently to
the planned translation traps. Some difficulties were recognized immediately, while
others only became apparent during the post-translation discussion. This suggests that
metacognitive skills are activated at different stages of the translation process.
Post-Translation Reflection
–
The post-translation interview revealed that
participants often became aware of their cognitive strategies only after verbalizing their
thought processes. This highlights the importance of structured reflection in improving
translation competence.
CONCLUSION
The experiment confirmed the significance of metacognitive skills in written
translation. Translators who actively engage in self-monitoring, planning, and evaluation
tend to produce more accurate and contextually appropriate translations. Additionally,
the findings suggest that explicit training in metacognitive strategies can enhance
translation performance. The study also underscores the interdependence of
metacognitive knowledge, linguistic challenges, and text complexity in shaping
translation decisions. Future research could expand on these findings by involving a
larger sample size and exploring how metacognitive training influences translation
efficiency over time.
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Alves, F., & Gonçalves, J. L. (2007). Modelling translator’s decision
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Benjamins Publishing.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
2 (2025) / ISSN 2181-3701
28
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