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While peer assessment has become a major component in writing classes, both in mother tongue and in a foreign language, translation classes have been relatively slow to adopt this new method of teaching. This study attempts to examine whether peer assessment and critique are a viable method of teaching in the translation classroom. Learners participated in offering written feedback and critique on a translation done by one of their peers. The learner/translator revised the translation based on the feedback from the peers, followed by a presentation/discussion session in which the learners reviewed the revision and made further suggestions for the final draft. An in-depth analysis of the feedback from learners shows that learners are capable of offering detailed, precise, and constructive critique which actually led to a higher translation quality.