El desarrollo metacognitivo del estudiante de interpretaciónestudio de caso

Abstract

This doctoral thesis aims at studying the role of metacognition in meaningful learning and, more specifically, it addresses its close relationship with the complex skills that make up interpreting competence. Its main goal is to delve into how metacognition develops in interpreting students and how it can be fostered throughout their learning process. The theoretical foundations offer an interdisciplinary perspective on the matter, starting with some basic notions from the fields of Psychology and Pedagogy that connect to the main cognitive models in Interpreting Studies. The experimental design enables the study of the metacognition phenomenon among the Interpreting student body of the Universidad Pontificia Comillas, with a sample of 199 subjects filling out the same questionnaire. On one hand, the perceived metacognitive competence development profile of students, divided into subgroups according to the different curricula, is described and comparatively analysed, which is interesting as a snapshot of the transition to the new EHEA educational model in this institution. On the other hand, the questionnaire includes a tool specifically conceived for measuring the perceived metacognitive development of interpreting students. The statistical analysis of the collected data tests this tool¿s reliability and validity and, most importantly, it provides a deeper insight into the multidimensional complexity of metacognition in the interpreting learning process. Keywords: interpreting, conference interpreting, dialogue interpreting, interpreting competence, interpreting process, cognitive processes, metacognition, meaningful learning, interpreting pedagogy.