The understanding of the role of the contemporary translator is fraught with contradictions and idealistic visions of individuals who, by definition, should be fully competent and versatile. In spite of the fact that lots of translation researchers have probed into the identification and exploration of the concept of translator competence, relatively little study has been devoted to training specialised translators and its metacognitive aspects. Due to the dynamic nature of the translator's occupation, it is difficult to predict what specific skills will prove useful for novice specialised translators in their professional career. The article aims to stress the importance of self-study in the specialised translator competence development. First, the author briefly discusses the nature of specialised translator competence in relation to medical translation and then analyses the principles of and approaches to specialised translator training. With the assumption that it is vital for the translator to be a reliable and self-reliant mediator in specialised service environment, the author poses the question of how to implement self-study strategies in specialised translator training. The article demonstrates a number of task-based terminological activities which exemplify the implementation of self-study strategies into project-based specialised translator training.
Klagenfurt, Austria, developed a bilingual model of self-study English via the Internet ( Hilzensauer & Skant, 2008 ). It presents written English complemented with explanations and translations in the national sign language of each of the seven participating
and emotions, such as anxiety ( Soler et al., 2016 ). Anecdotal reports from a microdosing self-study have revealed a decrease in general anxiety and an alleviation of depression symptoms for some participants ( Fadiman, 2016
statistically in terms of its significance for dropout.
Personal effort in form of investing more time in self-study also results in a lower risk of dropout and transfer. Ten studies included in this review investigated this aspect. It is altogether
to self-related information (Study 3). Furthermore, the demand-contingent happy among angry faces pop-out was mediated by increased self-access indicating that action-oriented participants regulate affect through the implicit self (Study 3). This self
prior educational attainment and current quality of teaching, absence from class, metacognitive aspects or poor organization of self-study practices. Before going into the reasons, students themselves give for why they departed prematurely, it may be of