https://orcid.org/0000-0002-3776-3955
Este estudio examinó las percepciones de los estudiantes universitarios de un programa de Traducción e Interpretación con respecto a la adquisición y aplicación de colocaciones a través del Corpus de Inglés Americano Contemporáneo. Además, exploró las percepciones de profesores, traductores e intérpretes sobre la competencia colocacional y la instrucción basada en corpus para el uso y traducción de colocaciones. Una muestra de 15 estudiantes participó en una instrucción basada en corpus para aprender colocaciones. Se pidió a los participantes que completaran una narrativa para reflexionar sobre su experiencia de aprendizaje. Además, se les solicitó participar en un grupo focal una vez finalizadas las sesiones de intervención pedagógica. Finalmente, se entrevistó a dos profesores, dos traductores y un intérprete para obtener sus percepciones sobre la competencia colocacional y la instrucción basada en corpus. Los datos recopilados se analizaron mediante la Teoría Fundamentada. Los hallazgos principales revelaron que los estudiantes reconocieron el valor de aprender colocaciones a través de la instrucción basada en corpus. Asimismo, los profesores, traductores e intérpretes entrevistados consideraron que la competencia colocacional y la instrucción basada en corpus son significativamente favorables. Se recomienda realizar un estudio más profundo y extenso para obtener una mayor comprensión sobre la efectividad del uso de corpora en la enseñanza y el aprendizaje de colocaciones en el campo de la Traducción e Interpretación.
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