Los comentarios globales de los docentes en el aula de traducción especializada Focos y estrategias discursivas de retroalimentación correctiva escrita
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La investigación sobre retroalimentación en didáctica de la traducción es relativamente escasa, pese a su importante valor formativo. Por lo general, la retroalimentación correctiva escrita que se ofrece a los estudiantes de traducción procede del profesorado y puede adoptar diversas formas. El presente estudio analiza los comentarios generales escritos que el profesor añade a la traducción antes de devolvérsela al estudiante. Para ello, se creó un corpus compuesto por comentarios generales escritos de cuatro profesores pertenecientes a tres universidades españolas en un total de 48 traducciones juradas realizadas por estudiantes. A continuación, se analizó el corpus en función tanto del enfoque del comentario como de su forma. Para ello, se prestó atención a elementos como el tipo de acto de habla expresado por el comentario y las estrategias de cortesía o atenuación que conllevaba. Los resultados muestran que la retroalimentación escrita que se proporciona en forma de comentarios generales correspondía a un modelo de comunicación unidireccional profesor-estudiante, con el elogio y la crítica como actos de habla predominantes. Asimismo, los comentarios tendían a centrarse en la calidad de la traducción jurada y no abordaban el proceso de traducción. Estos comentarios apuntan a la necesidad de replantear las características de los comentarios que ofrecen los docentes para maximizar su utilidad en el proceso de enseñanza-aprendizaje.
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