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Researching Cognitive Processes of Translation
Abstract and Figures
This edited volume covers an array of the most relevant topics in translation cognition, taking different approaches and using different research tools. It explores theoretical and methodological issues using case studies and examining their practical and pedagogical implications. It is a valuable resource for translation studies scholars, graduate students and those interested in translation and translation training, enabling them to conceptualize translation cognition, in order to enhance their research methods and designs, manage innovations in their translation training or simply understand their own translation behaviours.
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... In recent years, TPR has developed rapidly in China. Chinese scholars have uncovered the potential in researching translation processes and have established many university-level research centers exclusively aimed at TPR (e.g., the Centre for Studies of Translation, Interpreting, and Cognition, the University of Macau in 2014), initiated numerous national and international conferences on cognitive studies of translation (e.g., International Symposium on Cognitive Studies on Translation, Interpreting, and Cognition), and published monographs and edited books in this field (e.g., Liu, 2021;Li et al., 2019). Sun and Xiao (2019) provide a general overview of the scholarship related to TPR in China, including active TPR-related scholars as well as institutions in China. ...
... Compared with other calendar years, the year with the greatest number of publications was 2005 with 18, followed by 17 articles in 2013 and 2015. In terms of the number of articles in each issue, 2005 has the largest number at 18. Another interesting result is that the majority of special issue articles (70) were published after 2013; this is confirmed byLi et al. (2019) who argue that TPR has increased rapidly to become one of the largest publication fields in translation studies since YEAR. ...
This paper investigates recent developments in translation process research (TPR) as an emerging sub-discipline of descriptive translation studies by surveying articles published from 2005–2019 in special issues of eight major translation/linguistic journals. The overall trend in the field is first presented, followed by a systematic analysis of the articles in terms of authorship, regional distribution, themes, and methodology. To perform the thematic analysis, a three-layer classification system was developed, which includes the type of translation tasks, the type of study (theoretical/review or data-based research articles), and specific topics addressed in each article. This article presents distribution within each category and sub-category, followed by a discussion of trends and future research directions. The major findings are: 1) 61.36% of the articles in the database were single authored while UK and Spain had the highest number of authored publications; 2) 77.27% of the articles focused on written translation tasks, and 34.09% of the research articles were dedicated to new topics in TPR; 3) 59.38% of the publications employed more than one research method. The outcomes of this study allow future researchers investigating translation processes, such as the specific and in-depth analysis of theoretical models and the combined use of experimental and naturalistic methods, to expand the research landscape and pursue new methodological innovations.
... Process-oriented CTIS has witnessed a number of recent key volumes presenting studies primarily based on "behavioral" evidence (e.g., Schwieter, 2014, 2015;Schwieter and Ferreira, 2017;Pease and Cheung, 2018;Li et al., 2019Li et al., , 2022Alves and Jakobsen, 2021;Carl, 2021;Wu et al., 2021;Zhang and Cheung, 2022;Chang, 2023;Liu X. et al., 2023). In contrast, the number of studies in processoriented CTIS involving "physiological" data relatively pales in comparison. ...
Introduction
Based on such physiological data as pupillometry collected in an eye-tracking experiment, the study has further confirmed the effect of directionality on cognitive loads during L1 and L2 textual translations by novice translators, a phenomenon called “translation asymmetry” suggested by the Inhibitory Control Model, while revealing that machine learning-based approaches can be usefully applied to the field of Cognitive Translation and Interpreting Studies.
Methods
Directionality was the only factor guiding the eye-tracking experiment where 14 novice translators with the language combination of Chinese and English were recruited to conduct L1 and L2 translations while their pupillometry were recorded. They also filled out a Language and Translation Questionnaire with which categorical data on their demographics were obtained.
Results
A nonparametric related-samples Wilcoxon signed rank test on pupillometry verified the effect of directionality, suggested by the model, during bilateral translations, verifying “translation asymmetry” at a textual level. Further, using the pupillometric data, together with the categorical information, the XGBoost machine-learning algorithm yielded a model that could reliably and effectively predict translation directions.
Conclusion
The study has shown that translation asymmetry suggested by the model was valid at a textual level, and that machine learning-based approaches can be gainfully applied to Cognitive Translation and Interpreting Studies.
... Translation studies currently boasts a strong, growing tradition of cognitive research (Carl, et al., 2016;Ehrensberger-Dow, et al., 2015;Ferreira & Schwieter, 2015;Garcia, 2019;Jakobsen, 2017;Li, et al., 2019). As shown by this body of work, as well as that of other translation studies scholars such as Robinson (1991Robinson ( , 2001Robinson ( , 2014Robinson ( , 2016Robinson ( , 2017, embodied cognition has become part of the conceptual apparatus of translation studies. ...
In the first part of this chapter the meaning of the term translation is discussed, beginning with the terms used to denote it in various European languages. The second part is devoted to the place of translation in humanities in general prior to the birth of the translation studies, and briefly summarises the most relevant contributions, ranging from Cicero and Saint Jerome, through John Dryden, Johann Gottfried Herder, and Friedrich Schleiermacher to Hans-Georg Gadamer. Finally, a brief history of the rise and scope of interest of translation studies as an independent academic interdiscipline will be outlined. As Evangelos Kourdis has proved, much of the early academic research on translation took root in various semiotic schools (e.g., the Brazilian semiotic school, the Tartu-Moscow school, or the Nitra school). Finally, an attempt is made to examine the existing definitions of translation and to place them within a semiotic framework.
Drawing on the emerging literature in translanguaging theory and research, the Element provides a comprehensive analysis of the embedded model of translanguaging-in-interpreting and interpreting-in-translanguaging from theoretical and practical perspectives, buttressed by evidence from an exploratory empirical investigation. To achieve this goal, the authors first trace the emergence and historical development of the key concepts and basic tenets of translanguaging and interpreting separately and then combined. This is followed by reviews of relevant literature, synthesizing how translanguaging theories and research methods can be applied in specific domains of interpreting studies, such as community and public service interpreting. An integrated account of translanguaging and interpreting is proposed and elaborated. The theoretical and methodological implications of this integrative perspective are teased out, with a view to illuminating interpreting theory, pedagogy and instruction.
The last few years have witnessed exponential growth in research output within the field of language aptitude. With contributions from an international team of leading experts, this volume provides the most comprehensive, authoritative and up-to-date overview of developments in language aptitude theory and practice. It addresses central and newly emerging methodological and theoretical issues, and revisits and re-examines the most popular language aptitude tests, including the most durable and innovative batteries. It also provides in-depth demonstrations of language aptitude research paradigms, including well-established and emerging ones, scrutinizing them from multidisciplinary perspectives. Aptitude treatment interactions studies are reported and discussed, and pedagogical implications are provided, to illuminate theory construction, test development, policymaking, curriculum design and classroom practice. Seamlessly integrating theory, research, assessment and practice, it is essential reading for anyone seeking to learn more about language learning, training and teaching, and will further advance the research in this exciting, fast-paced field.
We are witnessing exciting advances in cognitive translation studies (CTS), which has become an established area within translation studies. CTS boasts today an increasing number of researchers, diversified approaches to cognition and an expanded list of research topics. CTS-themed international conference series are contributing to the constant advances in this area in the new decade. Hence the title of this volume. In the first part of this introduction, we present a short history of the development of this area that, in a way, frames the introductions to each chapter in its second part by offering a wider perspective. Based on the “invisible college” thesis on the growth of scientific knowledge, our historical sketch is structured around CTS's emergence, early development, reckoning, rapid rise, and gradual diversification. As this book gets out of press, we emerge from a Covid-ridden year, and our CTS scientific community has paradoxically become more and better interconnected worldwide.
This chapter first discusses the research methodologies employed in TPR, which can be classified roughly into such behavioral measurements as key-logging, eye-tracking, and physiological measures such as EEG, fMRI, and so forth. It then systematically introduces the corpus-assisted approach to TPR, which includes the feasibilities and the previous process studies in this regard. The author believes that the corpus-assisted approach has experienced a few challenges that could possibly be avoided, and that some new concepts should be defined clearly. Finally, the corpus-assisted research method employed in the current study is discussed in detail.
The article offers a classification of translation techniques based on the analysis of Russian-language titles of foreign films. The choice of film titles as the research material is due to the greatest complexity of their translation in comparison with other texts. this opens up wide opportunities for studying translation transformations as a reflection of the linguistic and cultural specifics of the language. In the name of any film, linguistic and cultural features are understandable only to a native speaker play an important role. However, some must necessarily be translated into another language, while preserving the originality, attractiveness and capacity. All this forces the interpreter to search for and use translation transformations more actively than when working with other texts. The article deals with various types of transformations associated with the need for linguistic and cultural reinterpretation of the text in the cultural space of the recipient country. The use of linguistic and cultural studies allows us to more fully and accurately convey to the consciousness of perceiver the semantic content of the film, starting with its name, taking into account the inclusion of the translation in the cultural archetypes and codes of the native language.
This book is a collection of papers that explore the ways in which bilingual children cope with two language systems. The papers address issues in linguistics, psychology, and education bearing on the abilities that bilingual children use to understand language, to perform highly specialised operations with language, and to function in school settings. All of the papers provide detailed analysis about how specific problems are solved, how bilingualism influences those solutions, and how the social context affects the process. Finally, the implications of these findings for policy-setting and the development of bilingual education programmes are explored. This will be an important and useful volume at the forefront of topical research in an area which is exciting increasing interest among linguists and cognitive scientists.
