Activating Student Autonomy in Translation Training: In-Class and Online

The paper presents three different methods used at the Department of English and American Studies (Faculty of Arts, Masaryk University) to stimulate - at three different levels - student initiative and autonomy in improving their translation skills. The first is a course template relying on students' emerging expertise in their anticipated translation specializations and putting them into the role of translation assigners and primary feedback providers. Secondly, at the level of individual lessons, students' learning can be activated by giving them more autonomy through control over the discussion before redrafting their translations. And thirdly, to help students' learning outside the classroom, a set of "annotated texts" for individual practice was created in response to their demand for more feedback on their translations. The individual sections of the online training room are based on sets of translations by translation trainees and the material is meant to be revealed step by step.