Evaluación y autoevaluación como instrumentos de motivación y de calidad en la interpretación consecutiva
- Vanhecke, Katrin
- Lobato Patricio, Julia
ISSN: 1989-5097
Year of publication: 2009
Issue: 1
Pages: 669-679
Type: Article
More publications in: Entreculturas: revista de traducción y comunicación intercultural
Abstract
Cognitive psychology supports the idea that to explain the learning process both cognitive and motivational variables need to be taken into account. Learners that experience feelings of autonomy tend to target challenges, persevere in difficult tasks, achieve more, and carry out work of higher quality than that of professor-controlled learners. It is also most useful to make use of errors for assessing the �process� of achievement rather than the �product� of it. This article will show different evaluation procedures that are part of the teaching methods of consecutive interpretation as a key competence in learner motivation.