While studies have demonstrated the importance of revision in learners’ writing development, the practice of revision tends to be less implemented and researched in the translation classroom. In the traditional translation classroom, students are typically required to submit assignments, which teachers correct and evaluate, but students are rarely encouraged to revise after receiving feedback from the teacher or peers. Given the research findings showing positive effects of revision on students’ writing quality, it is worth investigating how learners practice revision in the translation classroom. This study recruited 20 Taiwanese undergraduate students taking an introductory translation course in an English department. During the semester, students were given five translation assignments, each of which went through a cycle consisting of the following steps: first draft translation, peer review and discussion, revision, and teacher feedback. Students’ first and revised drafts were collected and compared to identify learners’ interventions. These interventions were then analyzed to determine whether they addressed transfer, content, or language problems; and whether they were successful, unsuccessful, or unnecessary revisions. Implications of the study will help translation educators design instruction aimed at promoting students’ ability to revise and enhance the quality of their translation.
 

revision,translation,translation teaching