Mei Huan, Chen Yingying
School of Foreign Languages, Central China Normal University, Wuhan, China.
School of Foreign Studies, Nanjing Forestry University, Nanjing, China.
Front Psychol. 2025 Aug 19;16:1631662. doi: 10.3389/fpsyg.2025.1631662. eCollection 2025.
This study explores the role of China's Standards of English Language Ability (CSE) descriptors as metacognitive support in promoting translation learners' metacognitive strategy use and translation performance. Forty students from two parallel classes participated, with the experimental group ( = 20) provided with CSE metacognitive descriptors during the translation course while the control group ( = 20) was not. Adopting a pretest-posttest design, qualitative analysis of students' translation processes and products were conducted to investigate students' use of metacognitive strategies. Quantitative assessment of students' translation output was conducted to investigate their translation performance. Moreover, qualitative data from journal entries were analyzed to explore students' perceptions of the metacognitive support. Results showed that CSE descriptors had an observable impact on translation learners' metacognitive strategy use. However, the presence of metacognitive support did not significantly affect students' overall translation performance. The study concludes that standards-based descriptors can be useful pedagogical tools for metacognitive translator training.
本研究探讨中国英语能力等级量表（CSE）描述语作为元认知支持在促进翻译学习者元认知策略运用及翻译表现方面所起的作用。来自两个平行班级的40名学生参与了研究，实验组（n = 20）在翻译课程中获得了CSE元认知描述语，而对照组（n = 20）则未获得。采用前测-后测设计，对学生的翻译过程和译文进行定性分析，以调查学生元认知策略的运用情况。对学生的翻译成果进行定量评估，以考察他们的翻译表现。此外，还对学生日志中的定性数据进行了分析，以探究学生对元认知支持的看法。结果表明，CSE描述语对翻译学习者元认知策略的运用有显著影响。然而，元认知支持的存在并未对学生的整体翻译表现产生显著影响。研究得出结论，基于等级量表的描述语可成为元认知翻译教学的有用工具。
