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Think-aloud protocol studies into translation: An annotated bibliography
Abstract
La methode de raisonnement a voix haute, qui consiste a enregistrer les pensees verbalisees par des sujets lors de l'execution d'une tâche, peut etre utilisee pour l'analyse du processus de traduction. L'A. propose ici de faire le tour des ecrits sur les applications de ce protocole a la traduction et nous donne une bibliographie multilingue complete sur le sujet. Les 108 ouvrages mentionnes sont resumes en quelques phrases et parfois commentes.
... The other four interpreters are L2 signers of which two are deaf and two hearing. Based on data of these eight informants consisting of (1) a preparation session with think aloud protocol (Jääskeläinen, 2002;2010), (2) an interpreting task and (3) a task review (Gass & Mackey, 2000) I look at which linguistic interpreting strategies are used, how they are applied, and why. ...
... The other four interpreters are L2 signers of which two are deaf and two hearing. Based on data of these eight informants consisting of (1) a preparation session with think aloud protocol (Jääskeläinen, 2002;2010), (2) an interpreting task and (3) a task review (Gass & Mackey, 2000) I look at which linguistic interpreting strategies are used, how they are applied, and why. ...
... (1) background information on the interpreter (2) preparation session with Think Aloud Protocol (Jääskeläinen, 2002; 2012) (3) interpreting task from Dutch into Flemish Sign Language (VGT) (4) task review interview (Gass & Mackey, 2000). ...
This paper reports on an ongoing study of interpreting strategies used by Flemish Sign Language (VGT) interpreters. The project looks at how and why eight interpreters, with VGT either as their first or second language, use certain strategies when interpreting from Dutch into VGT. This chapter first introduces the reader to the concept of interpreting strategies in Interpreting Studies. Subsequently, the way signed language interpreters are currently named (hearing and Deaf interpreters) is explored. After this introduction, the paper reports on how the data for the research was collected and explains the methodological design. In relation to the methodology used, I draw attention to some issues that might arise when a practitioner (signed language interpreter) is also a researcher, based on my own experience. In conclusion I emphasize the importance of acknowledging the position of the researcher in Interpreting Studies.
... This pilot test aimed to determine whethe participants could understand and complete the scale satisfactorily and to estimate completion time required. For this purpose, we used the think-aloud protocol [43], w allowed us to identify and modify items that were reported as difficult to understan the final version of the instrument. ...
... This pilot test aimed to determine whether all participants could understand and complete the scale satisfactorily and to estimate the completion time required. For this purpose, we used the think-aloud protocol [43], which allowed us to identify and modify items that were reported as difficult to understand in the final version of the instrument. ...
The working environment is a crucial aspect to considerfor guaranteeing a sustainable life. However, workers are exposed to various health risks daily, namely, psychological risks. These risks can be due to imbalances on the part of the workers themselves or to organisational and inter-functional risk factors arising from interactions within companies and the challenges of professional responsibilities. Over the past 20 years, the Copenhagen Psychosocial Questionnaire (COPSOQ) has become one of the most prominent tools for assessing psychological and social factors at work. This study aimed to present, discuss, and evaluate aspects of the cultural adaptation and preliminary psychometric validation of the short version of COPSOQ III for a Portuguese sample. For this purpose, we used data from 361 participants employed in the industrial (30.7%) and services (69.3%) sectors across various regions of Portugal. A third-order confirmatory factor analysis (CFA) was performed using AMOS, revealing an acceptable fit. The results also demonstrate the robustness of the measurement model, confirming its reliability and validity. In light of some limitations of this preliminary study, directions for future research are proposed. Thus, a tool for assessing psychosocial risks is disseminated, making it possible to achieve more sustainable working environments where the operator’s health and well-being are prioritised.
... Given the nature of interpreting, think-aloud protocols have been used primarily in translation studies, since interpreters cannot perform their task of interpreting at the same time as verbalising their internal cognitive behaviour ( Englund Dimitrova and Tiselius 2014 ). Research using introspective verbal reports has been conducted for several decades, including Jääskeläinen's (2000 ) study that explicitly reflects on TAP methods as a potential vector to understand cognitive behaviour and Krings' (2001 ) study on post-editing behaviour. As Jakobsen (2017 ) suggests, this research was occurring independently, with the researchers potentially unaware of their similar interests since Krings' work was only available in German until it was eventually translated in 2001. ...
... As Jakobsen (2017 ) suggests, this research was occurring independently, with the researchers potentially unaware of their similar interests since Krings' work was only available in German until it was eventually translated in 2001. In later work, Jääskeläinen (2002 ) compiles an annotated bibliography of think-aloud protocol research related to translation dating as early as 1986. While the viability of this method as a means to understand cognitive behaviour has been challenged on account of its potential to alter the translation task (i.e., translators typically do not verbalise their behaviour in their regular work), scholars continued to find the method useful in translation process research ( Sun, Li, and Zhou 2020 ). ...
This chapter presents a historical overview of translation and interpreting process research, documenting early contributions to the field that have laid the foundation for more contemporary studies. The chapter takes a broad approach to historical inquiry in order to highlight the diverse range of global voices that have contributed to our understanding of translation, interpreting, and cognition. The interdisciplinary nature of process research is emphasised, thereby contributing to the blurring of disciplinary lines in this area of study. Critical issues surrounding translation process research are discussed, including appropriate theoretical grounding and the situated nature of translation and interpreting. Several areas of current research are discussed in greater detail. Particular emphasis is placed on how cognitive behaviour and processes are shaped, constrained, and altered by the use of technology during both translation and interpreting, as well as the role that individual differences, emotion, and affect can have on cognition. A brief overview of research methods regularly employed in translation and interpreting process research contextualises the varied work being conducted in the field. The chapter concludes by outlining several emerging research paradigms that suggest where the field may be headed.
... These data are analyzed for a range of purposes, some long after the date of collection and unforeseen by the agency that collected the data, in contrast to primary data, which are constructed to understand a specific research question. Finally, tertiary data are any summaries or statistics of data; annotated bibliographies are a relatively common source of tertiary data (e.g., Jääskeläinen 2002). Primary data are presumably more useful to determine relevant facts for a given research project because they can be gleaned for a specific purpose, but all three can be meaningfully utilized in the research process, including to triangulate and mutually reinforce findings. ...
... Second, experimentation involves data collection in a controlled environment; in particular, the researcher manipulates the independent variable(s) of interest and measures the dependent variable(s), while attempting to control extraneous variables (Gile 2016). The data are often quantitative measurements, but an experiment can yield qualitative data; for instance, an experimental design might collect data using think aloud protocols (e.g., Jääskeläinen 2002). Benefits of experimentation include replicability and the ability to explore causation through the manipulation of the experimental setting, while limitations include ecological validity and a requirement for thorough planning and random assignment of participants (Gile 2016). ...
Data represent the foundation of the research endeavor and scholarly inquiry. In translation and interpreting studies (TIS), data are derived from a variety of sources, including text as data, survey responses, ethnographies, experiments, and observational research. Transdisciplinary approaches to TIS research continue to expand the types and sources of available data as well as the increased number of data collection techniques now available to scholars in the field. This chapter takes a broad view of data in describing collection methods, quantitative and qualitative data, emerging sources of data for TIS, and some of the challenges of data handling in order to investigate the philosophy of data as the raw material that is collected, generated, curated, and analyzed during the research process. To do so, we adopt a tripartite structure by keeping in mind a definition of data that recognizes that data aim to capture scientific truth, that agents instigate the collection, processing, storage, and dissemination of data, and that every dataset is incomplete.
... Subsequently, students were then exposed to the second intervention for the final 20 min. As students worked on the design challenge, a concurrent think-aloud protocol (Jääskeläinen, 2002) was performed to capture students' verbalized design actions. In addition, their screens were captured using a screen capture tool called OBS Studio (Open Broadcaster Software®OBS, 2018). ...
... The data collected consisted of students' actions performed through the log files (JSON files) in the software as they engaged in the design challenge, together with their explanations of the actions they performed gathered with the think-aloud (i.e., students' verbalized thoughts while working on the engineering design tasks) (Jääskeläinen, 2002). We also captured process data in the form of JSON files using Energy3D software, which contained the actions students took with time stamps. ...
In this exploratory study, we investigated students’ design thinking strategies during a challenge involving the design of an energy-efficient house. We used the Informed Design Teaching and Learning Matrix as a framework for characterizing the students’ design thinking, focusing on four specific strategies—generating ideas, conducting experiments, revising and iterating, and troubleshooting. To elicit the use of design thinking strategies, we employed two pedagogical approaches—tell-and-practice (T&P) and contrasting cases (CC)—as conditions in a within-subjects design, where participants were exposed to one approach first and then the other. Findings suggest that students exposed to T&P then CC had more balanced use of all four design strategies as compared to the students exposed to CC first then T&P. Regarding changes in strategies used, there was a significant increase in conducting experiments, but a significant decrease in troubleshooting, after students were exposed to both approaches. This finding suggests that students spent more time experimenting and understanding how the system works rather than focusing on problematic areas and finding solutions to the problems they faced during the design process. Implications of the study include recommendations for using T&P and CC to elicit design strategies during design thinking.
... It is equally important that a researcher who uses TAP introduces some safeguards. In this respect Jääskeläinen (2002) points out that a warm-up is necessary for the participant to become familiar with the method. Russell & Winston (2014) for instance asked their participants to perform a short TAP on a text the interpreter would not actually interpret (personal communication Debra Russel and Betsy Winston, April 3rd 2015). ...
... (3) The stimulated recall interview One safeguard a researcher can put in place when working with TAP, is using triangulation (Jääskeläinen 2002(Jääskeläinen , 2010Li 2004) by supplementing the Think Aloud Protocols with other data sets. This is encouraged in order to increase validity and, as Russell & Winston (2014) affirm, combining TAP and stimulated recall is "of great value" (2014: 109). ...
This volume is intended as an innovating reader for both interpreting practitioners as well as scholars, engaging with the multifaceted question addressed in the title “Why linking up with video?”. The chapters in this volume deal with this question from different perspectives. On the one hand, the volume continues the ongoing discussion on the pros and cons of video-based interaction for the interpreting profession, exploring the implications and applications when interpreters and their clients link up through video technology. On the other hand, the chapters also explore the potential of video technology for research on interpreting, hence raising the question in which way high-quality video recordings of interpreters in the booth, participants involved in interpreter-mediated talk, etc. may be instrumental in gaining new insights. In this sense, the volume strongly ties in with the fast-growing field of multimodal (interaction) studies, which makes use of video recordings to study the relationship between verbal and nonverbal resources, such as gestures, postural orientation, gaze and head movements, in the construction of meaning in communication.
... A real breakthrough came with the use of introspective verbal reports (Ericsson & Simon 1980) to examine the mental processes of translation through their transcripts, known as think-aloud protocols or TAPs. In fifteen years, Jääskeläinen (2002) documented 108 contributions using TAPs. In 1999, Jakobsen released the Windows version of his translation-oriented keylogger. ...
Cognitive Translation & Interpreting Studies is a research domain within Cognitive Science. It draws mainly from linguistics and psychology, but also from other disciplines. The turn of the century marked the return of multidisciplinarity (e.g., Danks et al., 1997). The expanding views have inspired other labels, such as Translator Studies (Chesterman, 2009) and Translation Psychology (Jääskeläinen, 2012). However, the latter suggests partial scopes that might not fully account for the phenomena, and the former, though valuable, primarily focuses on translators and interpreters. The current favoured general name and scope, the one that makes more justice to what we all do, is probably Cognitive Translation & Interpreting Studies (CTIS), which can be traced back to Halverson (2010).
Recent research efforts have increasingly explored the roles of authors, revisers, readers, viewers and other agents. The swift diversification of language services provided by the industry and opportunities of communication across time and space is steadily changing and expanding. Information and communication technologies and machine translation tools have also brought to the fore a growing, diversifying number of non-professional practices that add to our responsibilities. The common thread for all members of this complex, fuzzy set of communicative events within multilectal mediated communication is that in them, one party uses more than one natural language variety to achieve or improve communication between other parties (Halverson & Muñoz, 2020). This language condition attests to the implicit linguistic commitment of our realm (cf. Halverson, 2020) and thus questions the notion of intersemiotic translation (Jakobson, 1959), while it affirms the intrinsic multimodal nature of communication (Muñoz & González, 2021).
This text is organised in two parts. The first one aims to contextualise CTIS and its evolution for scholars unfamiliar with this small but very active community. This part should also help understand the second one, organised around ten key notions that could well have been fifteen and more. This overview does not try to be an all-round review or a structured categorisation. Rather, it is a descriptive, somewhat cluttered narrative to walk you through some of the main ideas that keep us busy. Methodologically, the latest notable trends are the generalisation of multimethod designs, the constant improvement of rigor and ecological validity, perhaps more intra-subject studies – as opposed to traditional inter-group comparisons – and enhanced international cooperation. We can, however, only mention these trends. Readers are referred to Olalla et al., (2020) for bibliometric analyses of CTIS publications, authors and citation patterns.
... To capture the way translators allocate cognitive resources, the concepts of translation unit (TUs) and attention units (AUs) have been proposed to quantify continuous cognitive processing over time. Originally defined in linguistics as the smallest meaningful segment in a translation [27][28][29][30][31][32][33][34][35][36], the translation unit (TU) has evolved within cognitive translation studies to represent cognitive processing effort. Specifically, it denotes the focus of attention during translation [28], encapsulating the segment that is actively processed [12] and serving as a key unit of cognitive activity [29] (p. ...
This study investigates how novice translators distribute their cognitive resources during translation between English and Chinese in both directions, with particular attention paid to the role of translation direction and the divergence between empirical findings and participants’ introspective reports. A combination of eye-tracking and keystroke logging was used to quantify cognitive effort, incorporating participant variation, attention unit type (ST, TT, parallel), gaze event duration, and average pupil dilation. A Generalized Linear Model (GLM) was applied, with average pupil dilation as the response variable and gaze event duration, AU type, and participant as covariates. An interaction term between gaze event duration and AU type was included in the E-C GLM but omitted from the C-E GLM due to non-significance. The results reveal distinct cognitive demands across translation directions. In English–Chinese (E-C) translation, ST processing significantly reduces pupil dilation (by 3.56%, p < 0.001), whereas TT processing leads to increased cognitive load, particularly during prolonged fixations, with pupil dilation increasing by 1.4% (p = 0.033). In Chinese–English (C-E) translation, ST processing does not significantly differ from parallel processing (p = 0.285), and TT processing reduces pupil dilation by 4.75% (p < 0.001), suggesting that it involves a lower cognitive effort than E-C translation. Gaze event duration significantly affects pupil dilation in C-E translation (p < 0.001); however, its influence in E-C translation varies according to the types of cognitive processing involved. Moreover, a significant gap is observed between the participants’ self-reported reflections and the quantitative data, a disparity that is strongly shaped by the direction of translation. These findings contribute to a deeper understanding of cognitive effort in translation and raise implications for translator training, assessment, and cognitive translation studies, particularly in contexts where translation direction and processing mode interact to shape cognitive demand.
... Participants could at any time drop the barbell (virtual or physical) to stop moving and rest. Following a think-aloud approach [31], we asked participants to comment on any aspect of their experience they found noteworthy. In addition, we enquired about some of the mission design aspects identified from the Apollo 12 crew debriefing records [47]: the manipulation of experiment packages and associated tools, the transportation of the assembled barbell to the deployment area and thought-out improvements for the ConOps. ...
Space agencies are in the process of drawing up carefully thought-out Concepts of Operations (ConOps) for future human missions on the Moon. These are typically assessed and validated through costly and logistically demanding analogue field studies. While interactive simulations in Virtual Reality (VR) offer a comparatively cost-effective alternative, they have faced criticism for lacking the fidelity of real-world deployments. This paper explores the applicability of passive haptic interfaces in bridging the gap between simulated and real-world ConOps assessments. Leveraging passive haptic props (equipment mockup and astronaut gloves), we virtually recreated the Apollo 12 mission procedure and assessed it with experienced astronauts and other space experts. Quantitative and qualitative findings indicate that haptics increased presence and embodiment, thus improving perceived simulation fidelity and validity of user reflections. We conclude by discussing the potential role of passive haptic modalities in facilitating early-stage ConOps assessments for human endeavours on the Moon and beyond.
... In the 1980s, early empirical studies mainly relied almost exclusively on thinkaloud protocols (TAPs), i.e. an introspective method borrowed from psychology requiring the participants to verbalize their thoughts and reasoning during the performance of a given task. Although they have not been exempt from criticism and controversy (Bernardini 2001), starting from the mid-1980s the line of research based on TAPs proved rather productive (see Jääskeläinen 2002), with more than ffty TAP studies being carried out in less than twenty years (cf. Orozco 2002). ...
... The initial implementations had also introduced important changes to the original method from experimental psychology, and they were criticized due to their lack of realism. Once the many and important experimental setbacks of the think-aloud techniques were brought to light (e.g., Bernardini 2001;Jääskeläinen 2002;Jakobsen 2003;Pavlović 2007) and dealt with, the basic problem became clearer, which was the assumption that verbalizing introspections would grant access to real thinking processes as they unfolded. They do not. ...
Translation process research (TPR) is an atheoretical label used to describe research within cognitive translation and interpreting studies (CTIS) devoted to the study of the cognition involved in multilingual mediated communication with written source texts. Research methods are a pivotal issue in TPR, where researchers’ main aim is to develop rigorous, reliable methods to access the evidence of the workings of translators’ minds. Moreover, the drive in TPR for advancing fast and catching up with the pace of other cognitive science disciplines has resulted in a profusion of research topics, data coding, and tools. This chapter provides a snapshot of research methodology in TPR with an eye to identifying limitations, challenges, and opportunities for improvement. After introducing some basic notions related to quantitative and qualitative research, it focuses on three key types of research in TPR: quasi experimental, observational, and the cognitive research of texts. Each type is briefly contextualized and defined in relation to the theoretical paradigm it adheres to, its contexts of application and topics, and the data collection and analysis methods most frequently employed. Core results and critical issues are also discussed. The chapter closes with a few recommendations for practice.
... After that, they were given a pretest questionnaire followed by introducing students personalized career-related graphs or tables. In the meantime, a concurrent think-aloud protocol that asks students to verbalize their thinking was conducted (Jääskeläinen, 2002). After observing and comparing the given graphs or tables, students were given a post-test questionnaire. ...
... Kajian kognitif dalam terjemahan mula berkembang lebih dua puluh tahun dahulu dan antara kajian dan penerbitan yang berpengaruh ialah penerbitan Copenhagen Studies in Language Series yang menerbitkan pelbagai kajian kognitif dalam terjemahan seperti kajian Göpferich ( , 2009) yang mengkaji metodologi kajian kognitif dan pengesanan pergerakan mata, Jääskeläinen (2002Jääskeläinen ( , 2011 yang mengkaji kaedah Think Aloud Protocol manakala penulisan O'Brien ( , 2008O'Brien ( , 2011 menjurus kepada kajian pengesanan pergerakan mata. Kajiankajian tersebut mengaplikasikan kaedah laporan verbal serentak untuk mendapatkan data. ...
... Students were then asked to incorporate these design thinking strategies into their design and make their house energy efficient for another 20 minutes. As students worked on solving the design challenge, a concurrent thinkaloud protocol [8] was performed to capture students' verbalized design strategies. In addition, their screens were also captured using a screen capture tool OBS Studio (Open Broadcaster Software) [9]. ...
... One of the instruments applied for achieving this goal is think aloud protocol. As explained by Jääskeläinen (2002), in think aloud technique, learners are requested to "verbalize what they are thinking while they carry out a translation task" (p. 108). ...
This study was concerned with the effect of think-aloud method on the translation process. The aim of this study was to examine differences between translators in the implementation of Newmark’s strategies in translating general texts from English into Persian. Four students (three females and one male) majoring in Translation Studies participated in this study. The researcher used a mixed-method design. In the qualitative phase of the study, the data were collected through the think-aloud protocol, translation task, and cassette recorders. The results suggested that there was no significant difference between translators in the implementation of Newmark strategies with regard to translation tasks. During the quantitative phase of the study, the researcher examined the difference between the translators in implementing translation strategies while translating general texts from English into Persian. In this phase of the study, the data were analyzed using SPSS 19 performing Chi-square. The results of this phase proposed that there was statistically no significant difference between the four translators with regard to most of the translation strategies.
... Until the end of the 1990s, Think Aloud Protocols (TAPs) was the most popular method of data collection. Jääskeläinen (2002) provides an annotated bibliography. Basically, in TAP subjects are requested to verbalize what they are thinking while they carry out a translation task. ...
The concept of involvement has not been touched by professionals in Translation Studies. The present study aimed to develop and validate a scale of involvement in translation and to examine its relationship with students’ translation ability. In so doing, altogether, a pool of 20 translation teachers and 120 translation students participated in the study. Initially, the researcher tried to elicit the most commonalities from translation teachers regarding students’ involvement in translation. Then, the reliability and validity of the designed scale were determined by means of Cronbach’ Alpha, Factor Analysis and Structural Equation Modeling. The validated scale was named Involvement in Translation Scale, including four underlying constructs. Finally, the results confirmed that there was a large, positive correlation between students’ scores on involvement in translation and their translation ability [ r = .72, n = 40, p < .05]. Translation students are suggested to focus on those aspects of their translation that foster their immersion in translation practice.
... On the one hand, a number of studies have applied TAM into translation research; on the other, a multitude of other studies, however, have pointed out the problems in the application of TAM [11]. The problems identified can be summarized as 1) the think-aloud data gathered through TAM may be incomplete; 2) it is not plain what influences the methodology of TAM itself will exert on the translation process; 3) how the two translation modes of verbal report and translation interfere with each other; 4) how the validity and reliability of the experiment is assured. ...
... The instruments contain a large number of items and different types of collocations. Finally, think-aloud protocols, which help researchers to get explicit data from what is implicitly present in students' minds (Jaaskelainen, 2002), will be used as another means of collecting data in which students' responses to these protocols will be analyzed to explore possible major source(s) of collocational errors. ...
... The tools used to both collect the data and get students engaged in reflective learning are verbal protocols, be they concurrent or retrospective think aloud protocols (e.g., Krings 1986;Lӧrscher 1991;Tirkkonen-Condit 1989;Jääskeläinen 2000Jääskeläinen , 2002, which can possibly triangulated with screen recording or eyetracking (Alves 2003). Although these tools are perfectly suitable for research studies, they are not always applicable in the translation classroom because of such constraints as time, cost, group sizes, and curricular requirements. ...
This article advocates for structured self-reflection as a means to scaffold learning in translator training. Metacognitive activity in translator training requires students to actively regulate their own process of both translating and learning to become a translator. Therefore, the nature and typology of (self-)reflection is examined as are tools that offer students structured opportunities to analyze and evaluate their own learning. Given that additional (self-)reflection in the translation classroom requires trainers to alter their teaching methods, this article also examines how their role in training changes as a result of its inclusion. An exploratory study on translation students’ prospective and retrospective self-reflection is described with student perspectives on the same translation task compared. Student expectations prior to translation are examined both pre- and post-task, emphasizing what students and teachers learn from reflective practice.
... CORT (Alves, Luiz, & Goncalves, 2003) und TRAP (Hansen, 2003) -mit Erfassung von Daten mittels LD und Key-Stroke-Logging; TransComp-Studie mit Verwendung von LD, Bildschirmaufnahmen und retrospektiven Fragebögen (Göpferich, 2008(Göpferich, & 2009; die Studie Capturing Translation Process, indem die Daten durch Beobachtungen, semi-strukturierte Interviews, Bildschirmaufnahmen, retrospektive Fragebögen und Kommentare zu Aufnahmen sowie Eye-Tracking erhoben wurden (Harvey et al., 2008); Studien der PACTE-Gruppe (2000-2009/10); Untersuchung der translatorischen Kompetenz mittels Verwendung von LD und Fragebögen von Lörscher 2005. Andere Studien können in Jääskeläinens Artikel "Think-aloud protocol studies into translation" aus dem Jahr 2002 nachgeschlagen werden, in dem die Autorin eine Zusammenfassung von allen existierenden Studien in der Zeit von 1999 bis 2002 macht (Jääskeläinen, 2002). ...
Im Artikel werden theoretische Diskussionen im Rahmen der prozessorientierten Forschungsmethode des lauten Denkens erläutert. Zu Beginn werden Themenrelevanz für Translationsstudien in der Ukraine begründet. Es werden aktuelle Publikationen der Methode des lauten Denkens in Translationsstudien diskutiert sowie die Verwendung der Methoden als einer der Erhebungsmethode im introspektiven und retrospektiven Forschungsverfahren vorgestellt. Der Artikel liefert Informationen über Vor- und Nachteile der Methode des lauten Denkens sowie gibt einige Optimierungsvorschläge zu einer effizienten Datensammlung. Im Hauptteil wird der praktische Ansatz der Methode im Laufe der Studie zur Untersuchung der strategischen Kompetenz bei ukrainischen Studenten-Übersetzer[i] an der Jurii Fedkovych-Universität Tscherniwzi/Ukraine ausführlich beschrieben. Es wird einen Überblick zur ausgewählten Probandengruppe sowie Übersetzungsauftrag dargelegt. Zudem werden Textauswahlverfahren erläutert und die ausgewählten Texte kurz beschrieben. Der Verlauf der Erhebungsphase wird gründlich vom Anfang bis zur Übersetzungsaufgabe ausgeführt. Es werden Ratschläge gegeben, wie sich auf die Methode des lauten Denken vorzubereiten ist (also die Auswärmphase) und wie die Methode durchzuführen ist (z. B. Verhaltensweise der Studienleiter, Audio- bzw. Videoaufnahme, Erinnerung an das laute Denken während der Übersetzung). Anhand Beispiele werden Verhaltensmerkmale der ukrainischen Studierenden in Betracht gezogen. Es wird ebenso anschaulich gemacht, wie die verbalen Daten in der Analyse zu verwenden sind und wie die Erkenntnisse daraus gezogen werden. Zum Schluss werden die gewonnenen Erkenntnisse aus der Pilotstudie zusammengefasst. Es wird deutlich gemacht, welches Verhalten für die ukrainischen Studierenden bei einer Hinübersetzung charakteristisch ist und welche Merkmale und Besonderheiten der verbalen Daten der ukrainischen Studierenden aus praktischen Beispielen aus Protokollen des lauten Denkens (TAPs) gezogen wurden. Im Ausblick werden weitere Forschungsvorschläge zum Einsatz der Methode erläutert. [i] Aus Gründen der Lesbarkeit wurde im Text die männliche Form gewählt, nichtsdestoweniger beziehen sich die Angaben auf Angehörige beider Geschlechter.
... Translation scholars used various methods such as thinking-aloud, keystroke logging, retrospection and screen recording in order to understand the psycholinguistic and cognitive aspects of translation processes (for methodological issues, see Alves 2003, Jääskeläinen 2002and Tirkkonen-Condit & Jääskeläinen 2000. Recently, eye-tracking has been introduced as a new and promising way of investigating translation processes (e.g. ...
Özet
Reklamcılık, tarih boyunca farklı özellikler göstermekle birlikte, üretici
ve tüketiciler için her zaman önemini korumuştur. Gelişen teknoloji ve
pazar koşullarında uluslararası reklamcılık önem kazanmıştır. Uluslararası
reklamcılıkta iki farklı dil ve kültür söz konusudur. Bu sebeple, diller ve
kültürler arasında aracılık yapan çeviri, uluslararası reklamcılıkta önemli rol
oynamaktadır. Reklam çevirisinde, kaynak dilde yazılmış bir reklam metnini
uluslararası pazarda reklamın amaç ve işlevlerine ulaşmasını sağlayacak
şekilde çeviri işlemleriyle çevirmek gerekmektedir. Bu noktada dikkat
edilmesi gereken bir konu da sert yöntem ve ılımlı yöntem olarak ikiye
ayırabileceğimiz reklamcılık stratejilerinin seçimidir. Bu bağlamda, bu
çalışmanın amaçları şu şekilde sıralanabilir: Seçilen örnekler üzerinden
İngilizce reklam metinlerinde kullanılan reklamcılık stratejilerini sergilemek;
bu reklamların Türkçeye çevirilerinde hangi çeviri işlemlerinin kullanıldığını
sergilemek; reklamcılık stratejilerinin çeviri işlemleriyle ne derecede
örtüştüğünü ve çevirmenlerin izlediği çeviri işlemleri incelenerek Türkiye’de
benimsenen reklamcılık stratejisini betimleyici bir şekilde ortaya koymaktır.
Bu amaçla, İngilizce kaynak dilden otomotiv, kozmetik, teknoloji ve gıda
olmak üzere 4 farklı sektörden ve 5 farklı markadan rastgele yöntemle
seçilen 5 reklam örneği ve Türkçeye çevirileri, Skopos kuramı bağlamında
çeviribilimsel temelden yola çıkarak betimleyici bir yaklaşımla incelenmiştir.
Çalışmanın sonucunda, incelenen çeviri metinlerde kaynak metin odaklı bir
yaklaşım tercih edildiği ve kullanılan çeviri işlemleri aracılığıyla kaynak
metinlerde kullanılan reklamcılık stratejilerinin ağırlıklı olarak korunduğu
görülmüştür.
Anahtar sözcükler: Reklamcılık Stratejileri, Sert Yöntem, İlımlı Yöntem, Çeviri İşlemleri
Abstract
Advertising has shown different features throughout history, but it has
always maintained its importance for producers and consumers. International advertising has gained importance due to high technology and global
market conditions. Furthermore, it concerns two different languages and
cultures. Accordingly, translation, as an intermediary between languages and
cultures, plays an important role in international advertising. In translation
of advertising, it is important to refer to translation procedures so that the
advertisements could reach their goals in the international market. On the
other hand, there are also advertising strategies which are divided into two
categories respectively; hard sell and soft sell. Within this context, the aims
of this study can be enlisted as follows; to disclose advertising strategies
used in the selected advertising texts in English; to disclose the translation
procedures adopted in the Turkish versions of the advertisements; to conduct
a descriptive study to disclose to what extent advertising strategies overlap
with translation procedures and to identify what type of advertising strategies
are adopted in Turkey in line with the translation procedures followed by the
translators. For this purpose, 5 advertising samples from 4 different sectors
including automotive, cosmetics, technology and food from 5 different
brands were chosen. They were chosen randomly and the linguistic material
of translations into Turkish were analysed within the framework of Skopos
theory. As a result of the descriptive study, it was found that source-oriented approach was preferred to target-oriented approach in Turkish versions
of the translations, and advertising strategies of source texts were mainly
maintained in target texts as identified by the translation-oriented analysis
of the corpus of the descriptive study.
Key words: Advertising Strategies, Hard Sell, Soft Sell, Translation
Procedures
... Translation scholars used various methods such as thinking-aloud, keystroke logging, retrospection and screen recording in order to understand the psycholinguistic and cognitive aspects of translation processes (for methodological issues, see Alves 2003, Jääskeläinen 2002and Tirkkonen-Condit & Jääskeläinen 2000. Recently, eye-tracking has been introduced as a new and promising way of investigating translation processes (e.g. ...
Istanbul University Journal of Translation Studies
... Translation scholars used various methods such as thinking-aloud, keystroke logging, retrospection and screen recording in order to understand the psycholinguistic and cognitive aspects of translation processes (for methodological issues, see Alves 2003, Jääskeläinen 2002and Tirkkonen-Condit & Jääskeläinen 2000. Recently, eyetracking has been introduced as a new and promising way of investigating translation processes (e.g. ...
The paper reports on a pilot study conducted to test the methodology to replicate the study by Jensen & Pavlović (2009) which investigates the effect of translation directionality on cognitive processing by means of eye-tracking. The following hypotheses are retested: (1) In both directions of translation, processing the TT requires more cognitive effort than processing the ST; (2) L2 translation tasks on the whole require more cognitive effort than L1 tasks; (3) cognitive effort invested in the processing of the ST is higher in L1 translation than in L2 translation; (4) cognitive effort invested in the processing of the TT is higher in L2 translation than in L1 translation. The results showed that the findings of three out of four hypotheses were the same as the findings of Jensen & Pavlović (2009). Both studies suggest that neither processing the texts in L2 (ST or TT) nor translation into L2 leads to a higher amount of cognitive effort. The findings are important in that they challenge the traditional view of directionality that is based on traditional assumptions rather than empirical data. This pilot study is distinctive in that it is the first study in Turkey that uses eye-tracking to explore the translation process (Temizöz 2009).
Keywords: Directionality, L2 translation, L1 translation, cognitive processing in the translation process, eye-tracking.
... Inferences are then made from what is said, often about problems that have occurred, and from the positioning and lengths of pauses, for instance. Further inferences may be drawn from what is known about the translator's emotional state, self-image, personality, personal history, value priorities, and so on (Jääskeläinen 2002). Later, key-logging and eye-tracking technologies have been taken into use, and even EEG and PET scans of the translator's brain (see e. g. ...
Translation Studies has branched out into a heterogeneous interdiscipline during the past few decades. This development is not only the result of the emergence of different kinds of translation practices, research questions and new technologies, but also of different epistemological and ontological assumptions about the object of study. Four major areas are outlined: linguistic, cultural, cognitive and sociological. Connections between them are briefly discussed, but the main tendency has been one of fragmentation. Perhaps this does not matter?
... Within translation studies, various sub-fields have emerged that study 'the little black box' (see, e.g., Toury 1995: 183ff.;Simeoni 1998: 3), i.e. the decision-making process of translators while translating, doing so-called TAP research (Think-Aloud Protocols) (see, e.g., Toury 1995: 232-238;Jääskeläinen 2002), or more recently tracking eye movements (see, e.g., O'Brien 2007), keystrokes, errors, corrections, hesitations and the like. All approaches attempt to study the mental process of translating. ...
... This development has largely been due to the application of the introspective verbal reporting method known as think aloud and the resulting protocols (TAPs). The history, achievements and limitations of research employing TAPs have been discussed at length elsewhere (see especially Jääskeläinen 2002, Bernardini 2001and Tirkkonen-Condit 2002; a summary of the pros and cons can be found in Pavlović 2007: 39-45 andGöpferich 2008: 22-32). From the early studies using TAPs in the 1980s (e.g. ...
Investigation of translation processes has intensified over the past two
decades largely due to the application of the introspective verbal reporting
method known as think aloud. In this paper, a less widely used method of
research into translation processes is examined: the collaborative
translation protocol (CTP). References are also made to integrated problem
and decision reporting (IPDR) and choice network analysis (CNA). The
paper reviews the main issues concerning CTP, reporting on the author’s
experiences in using the method to investigate translation processes.
... UNIVERSITAT ROVIRA I VIRGILI DIRECTIONALITY IN COLLABORATIVE TRANSLATION PROCESSES Natasa Pavlovic ISBN:978-84-691-0209-1/DL: T. 2197Jääskeläinen 2002, Bernardini 2001and Tirkkonen-Condit 2002. Our interest here is only in the central issues concerning the methodology, in particular the criticisms that can be leveled against it. ...
The aim of this study is to compare L1 and L2 translation processes by novice
translators, in order to isolate the features that differ significantly according to direction,
with a view to improving translation teaching. To this end, the study sets out to test the
following general hypothesis: “L1 and L2 translation display some differences that can
be attributed to direction of translation”. More specifically, it is hypothesized that L1
and L2 translation differ not only in products, but also in some important aspects of
translation processes. Both quantitative and qualitative analyses are used to process the data.
... Three areas of research converge in this study: research on translation processes, eye-movement research, and research on translation directionality. Research on translation processes has been conducted for more than 20 years, focusing on various issues and using a variety of research methodologies (two key volumes dealing with methodological issues are Alves 2003, andTirkkonen-Condit andJääskeläinen 2000; for a good overview, see Jääskeläinen 2002). Most recently, scholars have started to use eye tracking as a methodology for research on translation processes, including O'Brien 2006 andJakobsen et al. 2007, applying insights from eye-movement research to study translation. ...
The paper reports on a study investigating directionality in translation
processes by means of eye tracking. The following hypotheses are tested: (1) in both directions of translation, processing the TT requires more cognitive effort than processing the ST; (2) L2 translation tasks on the whole require more cognitive effort than L1 tasks; (3) cognitive effort invested in the processing of the ST is higher in L1 translation than in L2 translation; (4) cognitive effort invested in the processing of the TT is higher in L2 translation than in L1 translation; and (5) in both directions, students invest more cognitive effort in translation tasks than do professionals. The hypotheses are tested through a series of experiments involving student and professional subjects who translate two comparable texts, one into their L1 (Danish) and the other into their L2 (English). The following data from the translation tasks are analyzed: gaze time, average fixation duration, total task length and pupil dilation, all of which are assumed to be indicative of cognitive effort. Only the first hypothesis is found to be wholly confirmed by our data; the remaining hypotheses are only partially confirmed, that is, confirmed by some indicators and not by others, or confirmed for only one group of subjects.
Key words: directionality, translation processes, eye tracking, cognitive
effort, gaze time, average fixation duration, pupil dilation, pupillometry.
... keystroke logging, eye-tracking, think-aloud protocols, screen recording, and retrospective interviews (see Ericsson and Simon, 1984;Krings, 1986;Tirkkonen-Condit, 1989;Lörscher, 1991;Jääskeläinen, 2000Jääskeläinen, , 2002Asadi & Séguinot, 2005;Degenhardt, 2006;Jakobsen and Jensen, 2008;Dragsted, 2010;Grucza, 2012). In the end only one method was found suitablerecording of a computer screen with the use of specialised software. ...
This book explores the issue of developing computer competence in students of translation. The volume reviews the most prominent translation competence and translator training models. Its primary goal, however, is to show how computer-assisted translation (CAT) tools may affect trainee translators and to what degree. As the main issues in the CAT-based classroom come to light, the author discusses how to negate them in order to prepare students to enter the professional market. In addition, the volume attempts to redefine the notion of the translator in the contemporary world. Finally, it debates the importance of thorough computer education of translators as one of the conditions warranting professional success.
... Within translation studies, various sub-fields have emerged that study 'the little black box' (see, e.g., Toury 1995: 183ff.;Simeoni 1998: 3), i.e. the decision-making process of translators while translating, doing so-called TAP research (Think-Aloud Protocols) (see, e.g., Toury 1995: 232-238;Jääskeläinen 2002), or more recently tracking eye movements (see, e.g., O'Brien 2007), keystrokes, errors, corrections, hesitations and the like. All approaches attempt to study the mental process of translating. ...
This chapter adopts an evolutionary view on ‘adaptation’ and defines it as the process (or its result) of an item changing or being changed to better fit its new surroundings. It argues that such a view opens new avenues to adaptation studies and suggests revisiting some old concepts.
Looking at cultural evolution as biological evolution triggers the question about a possible distinction between ipsative and additive adaptations, and how this distinction opens the field to new or at least different research questions.
An evolutionary view on adaptation also involves repercussions with respect to some old concepts like ‘fidelity’ and ‘equivalence’. A better fit in the hosting context diminishes the explanatory power of these concepts, and when adaptations no longer share features with the adapted, they stop functioning as criteria to identify a phenomenon as an adaptation. An evolutionary approach may thus rid adaptation studies of the 'fidelity' mantra, but in doing so create another problem, that of its identification.
Finally, an evolutionary conception of adaptation looks into how the notion of "best fit into the target environment" relates to the ways adaptation users may assess quality.
... Jääskeläinen (2002) estabelece um traçado dos estudos da tradução baseados em protocolos de verbalização do pensamento em voz alta, desde os primórdios até 2001. ...
O interesse pelos estudos da tradução orientados para o processo tem sido ativo nos últimos mais de cinquenta anos. Estudos processuais da tradução (em inglês, translation process research, ou TPR) é o nome que temos utilizado para nos referir a uma abordagem especial, de natureza descritiva, empírica e experimental, dos estudos da tradução que se baseia, mediante o suporte tecnológico, na observação estrita do (micro)comportamento tradutório. Basicamente, a pesquisa do processo tradutório faz uso de programas de key logging, que registram, em tempo real, os acionamentos de teclas e mouse pelo tradutor, e de rastreadores oculares (eye trackers), que registram os movimentos oculares do tradutor sobre uma tela que exibe o texto-fonte e a tradução emergente. Esse método de pesquisa foi desenvolvido como meio de qualificar e reforçar as hipóteses sobre o processo tradutório aventadas com base em relatos verbais, uma vez que fornece dados adicionais, distintos e quantitativos acerca dos mesmos eventos, a partir dos quais podem ser realizadas análises e interpretações complementares. Com esse método, vários processos podem ser diretamente observados em diferentes níveis de refinamento e comparados com aspectos relatados acerca dos processos mentais, os quais permanecem inacessíveis à observação externa. Quais processos mentais subjazem o (micro)comportamento mensurável é algo passível apenas de inferência. A captura de toda a complexidade da tradução claramente requer uma abordagem multimetodológica, e os estudos da tradução devem estar abertos a estender sua curiosidade para além de si próprios, buscando suporte em áreas como a psicologia cognitiva, a psicolinguística, a neurolinguística e a neurociência, as quais também têm ativo interesse pelo que acontece dentro das nossas cabeças. Palavras-chave: Pesquisa do processo tradutório. Rastreamento ocular. Registro de acionamentos de teclas e mouse. Abordagem multimetodológica.
... protokoły głośnego myślenia (think-aloud protocols), w których odzwierciedleniem procesów myślowych tłumacza są komentarze rejestrowane równocześnie lub retrospektywnie (zob. Ericsson i Simon, 1984;Krings, 1986;Tirkkonen-Condit, 1989;Jääskeläinen, 2000Jääskeläinen, , 2002Lörscher, 1991). Ograniczenia w poznaniu tych nieuświadomionych procesów wynikają między innymi z tego, że -jak już wspomniano -sam ten proces tłumaczenia jest wysoce złożony i w istocie nieuświadomiony. ...
Artykuł ma na celu omówienie wieloaspektowości pojęcia kompetencji tłumacza w ujęciu pedagogicznym. Przesłaniem wiodącym jest wyeksponowanie znaczenia kształtowania kompetencji niezwiązanych bezpośrednio z samym procesem tłumaczenia, a raczej z szeroko pojętym świadczeniem usługi translatorskiej. W pierwszej kolejności omówione zostały główne aspekty działalności zawodowej współczesnego tłumacza, a następnie ustalenia terminologiczne związane z pojęciem kompetencji i kwalifikacji. Analiza wyznaczników kompetencji tłumacza przeprowadzona została z perspektywy wymagań współczesnego rynku pracy, co doprowadziło do próby ukazania konieczności profesjonalizacji kształcenia tłumaczy. Przygotowanie przyszłych tłumaczy do pracy w zawodzie wiąże się z koniecznością dostosowania programów kształcenia do potrzeb rynku tłumaczeniowego i umacniania ucznia (ang. empowerment) poprzez wyposażanie go nie tylko w wiedzę oraz umiejętności wykorzystania tej wiedzy, ale również w niezwykle istotne umiejętności samoregulacyjne umożliwiające dalszy rozwój i skuteczne funkcjonowanie w zawodzie tłumacza. W nauczaniu tłumaczenia, do kształtowania umiejętności samoregulacyjnych przyczynić się może między innymi realizacja zadań profesjonalnych, które angażują studentów do pełnienia różnych ról w odtworzonym na potrzeby zajęć środowisku pracy tłumacza, a w efekcie umożliwiają całościowe spojrzenie na proces świadczenia usługi translatorskiej. Dzięki profesjonalizacji kształcenia tłumaczeniowego, nauczyciele mogą przygotować przyszłych tłumaczy do efektywnej działalności translatorskiej na wysoce konkurencyjnym rynku usług tłumaczeniowych.
Connecting theory, practice, and industry, this innovative introduction to the complex field of translation takes a can-do approach. It explores the latest advances in both research and technology, considers the importance of different genres and contexts, and takes account of developments in our understanding of the mental and physical processes involved. Chapters covers four main areas: what we know and how we acquire knowledge about translation, what translation is for, where and how translation happens, and how to do it. There are 40 illustrative exercises throughout, designed to cement understanding and encourage critical engagement, and recommendations for further reading are provided to allow more in-depth exploration of specific topics. Introducing Translation is a cutting-edge resource for advanced undergraduate and graduate students in languages, linguistics, and literatures.
Translation process research is almost four decades old. Translator cognition is one of the most complex translation research areas to study. This complexity stems mainly from the difficulties involved in collecting and analyzing translation process data. The Element reviews and discusses the developments in translation process research. Specifically, it highlights the key terms in translation process research, its data sources, the developments this area has witnessed in four decades, and the efforts made in modelling the translation process so far. The work also proposes a translation process model which shows the central role monitoring plays in managing other translation subprocesses and evaluating the information being processed. Based on the issues reviewed and discussed, it is concluded that translation process research is still maturing. Making further developments in this translation research area requires addressing some contextual and methodological gaps, and investigating particular neglected research dimensions.
This study aims at exploring and describing translation process (TP) as carried out by blind and low vision translators (BLVTs) compared to peer sighted translators (PSTs). The peculiarity of TP by the visually impaired has not been examined before in translation studies. For this end, we seek to find evidence for difference in processing texts between BLVTs and PSTs, impact of blindness and low vision on performing the task, and how such knowledge can help in structuring process-oriented model of translation assessment. Three hypotheses are proposed: first, there is a difference in performing the task in mainly three aspects; reciprocity, anxiety and speed between the visually impaired and the sighted translators; second, BLVTs tend to be more verbose in their translation; and third, a process-oriented model of translation along product-oriented model assessment can be a more impartial mechanism to assess performance of translation trainees as well as the final product. Introspective reports (2242 minutes of think-aloud audio recordings) are used to collect data from semi-professional translators (15 BLVTs and 10 PSTs). Triangulation is also used in form of pre-reports about the task and post-reports and interviews with the participants. The data are codified using multi-level bookmarking for recordings. The results show that BLVTs are slower, more anxious, and uncertain, more verbose, and self-reflective compared to PSTs. Further, BLVTs and PSTs have suffered from Hawthorne effect and have been optimistic about time of completion. Any contribution into this field can be useful in many ways, and future research can build on the findings of this study to provide better support to BLVTs in their work.
In this article, the concept of multidisciplinarity is contrasted with two closely related concepts, interdisciplinarity and transdisciplinarity, following a sub-classification by Kaindl (1999). On this basis, the article discusses the chances of a specific subfield of translation studies, research into competence development, to work in a truly transdisciplinary manner. As a case in point, results of the longitudinal study TransComp are presented. It investigates the development of translation competence in students of translation over a period of three years and compares their translation behavior to that of ten professional translators. In this study, translation competence was modeled as composed of several sub-competencies, among them strategic competence, translation routine activation competence and tools and research competence. These three sub-competencies were considered to be translation-specific and to distinguish professional translators from mere bilinguals, and were therefore selected as the dependent variables in the study. The professional translators were found to have not yet achieved expertise, the highest level of competence. The student participants’ competence development stagnated with regard to several variables over the first four semesters of their program. For these findings, possible explanations and their didactic implications are presented.
The process of translation has been dramatically influenced by the latest developments in technology. Students’ behaviours during the translation process have also changed as they try to seek information and use different resources. This study aims to investigate the translation behaviour of students in an English translation department. For this purpose, 11 students were recruited. The students were asked to translate a scientific text from English into Turkish. For the analysis of their translation behaviour, Think-Aloud Protocols (TAPs) and their translated texts were used. Monologue Protocol was used to see what goes on in a prospective translator’s mind. The students were audio-recorded while translating. Then, the translations were scored and the transcriptions of the recordings were coded. The results were presented under three main themes: (i) Recruiting translation tools: when and how, (ii) Following a pattern of translation process, and (iii) Challenges: language(s), context and more. All in all, the present study highlights the importance of guiding students in the use of the appropriate tools for the translation of specialised texts, and also suggests that student translators should be more critical of Machine Translation outputs and should practice post-editing procedures in their courses.
The Manual section of the Handbook of Pragmatics, produced under the auspices of the International Pragmatics Association (IPrA), is a collection of articles describing traditions, methods, and notational systems relevant to the field of linguistic pragmatics; the main body of the Handbook contains all topical articles. The first edition of the Manual was published in 1995. This second edition includes a large number of new traditions and methods articles from the 24 annual installments of the Handbook that have been published so far. It also includes revised versions of some of the entries in the first edition. In addition, a cumulative index provides cross-references to related topical entries in the annual installments of the Handbook and the Handbook of Pragmatics Online (at https://benjamins.com/online/hop/), which continues to be updated and expanded. This second edition of the Manual is intended to facilitate access to the most comprehensive resource available today for any scholar interested in pragmatics as defined by the International Pragmatics Association: “the science of language use, in its widest interdisciplinary sense as a functional (i.e. cognitive, social, and cultural) perspective on language and communication.”
Chapter 2 tackles aspects of cognitive processing that can be observed in the course of a translation task, from the moment a translator begins to read a text-to-be-translated until the translation has been finalized. It begins by recording the historical development of research into the translation process and how the task of translation has been modelled. It moves on to examining how advances in methodological approaches have contributed to the development of early models, providing empirical evidence from verbal reports, keylogging and eye tracking. Contemporary translation process research focuses on text reading, segmentation and production; and advances in computational linguistics have enhanced descriptions and identification of translation units, attention, production and alignment.
The Routledge Handbook of Translation and Methodology provides a comprehensive overview of methodologies in translation studies, including both well-established and more recent approaches.
The Handbook is organised into three sections, the first of which covers methodological issues in the two main paradigms to have emerged from within translation studies, namely skopos theory and descriptive translation studies. The second section covers multidisciplinary perspectives in research methodology and considers their application in translation research. The third section deals with practical and pragmatic methodological issues. Each chapter provides a summary of relevant research, a literature overview, critical issues and topics, recommendations for best practice, and some suggestions for further reading.
Bringing together over 30 eminent international scholars from a wide range of disciplinary and geographical backgrounds, this Handbook is essential reading for all students and scholars involved in translation methodology and research.
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.
« La recherche ? Vous n'y pensez pas ? N'y mettez jamais les pieds, malheureux ! Vous en sortirez avec plus de questions que vous n'en aviez avant d'y entrer ! » Cette goguenardise lancée au détour de notre rencontre fortuite m'indiqua que mon ancien professeur de français n'avait rien perdu de son sens de la répartie. Par convenance ou réel intérêt, il se montrait soucieux de mes projets d'avenir. Je lui fis étalage de mes ambitions d'un air ingénu. Gageons qu'il n'avait pas entièrement tort : curieuse destinée que celle du chercheur, se condamnant, tel Sisyphe, à pousser éternellement son rocher !
Screen recording has gradually emerged as an efficacious tool in the context of process-oriented translator training. From an assessment standpoint, process protocols derived from screen recordings would seem to hold great potential as an empirical means through which translators and translation trainers can re-trace errors found in translation products back to underlying problem triggers that emerge during their creation. This chapter will begin by outlining how screen recordings can be utilized to reverse engineer translation products for purposes of process-oriented assessment. A series of directly observable indicators will be linked with various error classification parameters, including locus (comprehension, transfer, or production), phase (drafting or revision), and information retrieval type (internal or external) in providing assessors with a diagnostic gauge for pinpointing potential triggers. The chapter will conclude with some preliminary data on evidence of inter-rater consistency when screen recording is used in such a diagnostic capacity by various student populations.
Building on the rapidly increasing necessity to make information available in electronic, searchable format in all walks of life, the ITRO/ROHIST project, coordinated by the ISTTRAROM-Translationes research centre, seeks to collect and digitize information on the history and historiography of Romanian translation, in order to offer researchers and the general public access to valuable information in these areas. It also aims to shed light on the role and place of Romanian translation history and historiography on the international stage. This article presents what has been achieved so far in the project (regarding the content of the database and the technical aspects behind its setting up) and speaks about short and long-term plans to carry it on.
Background:
Dietary supplements (DSs) are widely used. However, consumers know little about the safety and efficacy of DSs. There is a growing interest in accessing health information online; however, health information, especially online information on DSs, is scattered with varying levels of quality. In our previous work, we prototyped a web application, ALOHA, with interactive graph-based visualization to facilitate consumers' browsing of the integrated DIetary Supplement Knowledge base (iDISK) curated from scientific resources, following an iterative user-centered design (UCD) process.
Methods:
Following UCD principles, we carried out two design iterations to enrich the functionalities of ALOHA and enhance its usability. For each iteration, we conducted a usability assessment and design session with a focus group of 8-10 participants and evaluated the usability with a modified System Usability Scale (SUS). Through thematic analysis, we summarized the identified usability issues and conducted a heuristic evaluation to map them to the Gerhardt-Powals' cognitive engineering principles. We derived suggested improvements from each of the usability assessment session and enhanced ALOHA accordingly in the next design iteration.
Results:
The SUS score in the second design iteration decreased to 52.2 ± 11.0 from 63.75 ± 7.2 in our original work, possibly due to the high number of new functionalities we introduced. By refining existing functionalities to make the user interface simpler, the SUS score increased to 64.4 ± 7.2 in the third design iteration. All participants agreed that such an application is urgently needed to address the gaps in how DS information is currently organized and consumed online. Moreover, most participants thought that the graph-based visualization in ALOHA is a creative and visually appealing format to obtain health information.
Conclusions:
In this study, we improved a novel interactive visualization platform, ALOHA, for the general public to obtain DS-related information through two UCD design iterations. The lessons learned from the two design iterations could serve as a guide to further enhance ALOHA and the development of other knowledge graph-based applications. Our study also showed that graph-based interactive visualization is a novel and acceptable approach to end-users who are interested in seeking online health information of various domains.
The aim of the article is to contribute to the discussion of the multifaceted nature of assessment in translator training. It challenges the common misconception that assessment takes place when the translation task is finished and the learning process is over, and postulates the effective use of formative assessment. The author briefly analyses evaluation models and presents some contrasting views on assessment in translator training. With the aim of emphasizing the need for a stronger connection between academic learning and real-world demands, the article discusses metacognitive aspects of translator training. It focuses on self-reflection as one of most important abilities to develop in translation students before they go off to translation market. A selection of strategies that support students’ self-refection will be demonstrated in relation to assessment practice. The point is to consider how reflective assessment can be used by translation teachers to foster students metacognitive skills.
Think-Aloud Protocol Analysis in Translation Studies: This paper reports on think-aloud protocol (TAP) research in Finland and Germany. It discusses some methodological issues: choice of subjects, TAPs in a language-learning and in a professional context, monologue and dialogue protocols, the use of models provided by psycholinguistics. Two types of processes - successful and less successful ones - are distinguished and specified as to the subjects' comprehension and reverbalisation processes, their focus of attention, decision-making, monitoring, flexibility, creative thinking and attitude toward the task. Some tentative results of the research going on in Germany and Finland are presented. The results are expected to serve as hypotheses for the teaching of translation.
This article outlines the theoretical foundations and the design of a research project concerning a psycholinguistically oriented investigation of translations from German into Portuguese. Within an empirical framework it aims to analyse data collected among Portuguese and Brazilian translators using the thinking-aloud technique. Building on it, it cross-examines the issue in its linguistic and cultural aspects, throwing light on and contributing to the development of the methodology of translation teaching as a whole and, more specifically, in relation to the linguistic pair German/Portuguese.
Résumé
Cet article traite de l'utilisation de stratégies de recherche lexicale en traduction par des étudiants adultes d'anglais, langue étrangère. La recherche fait suite à une analyse de l'utilisation, par des apprentis traducteurs, des connaissances grammaticales (voir Mondahl et Jensen 1989; Mondahl 1991). Les données proviennent d'une expérience où les sujets doivent penser à haute voix tout en traduisant et dont les résultats ont été soumis à une analyse qualitative. Les auteurs restreignent ici leur observation à 4 des 10 sujets de l'expérience et se concentrent sur les stratégies de recherche lexicale, sur la description du cadre cognitif à l'intérieur duquel les sujets travaillent. Une description des dijférents types de stratégies de recherche montre que les stratégies de reformulation et d'associations spontanées sont les plus employées par les sujets.
An analysis was done of the evaluative expressions which appeared in the think-aloud data derived from two sets of experiments on professional translators. The aim was to shed light on the affective side of translators' decisions by identifying their professional self-image and their subjective theories of translation. The theories were inferred from evaluations voiced at decision points between translation variants, whereas ideas about the self were inferred from statements concerning task performance and, in one instance, concerning the translator himself. It is presumed that the translators' decision-making throughout the process largely depends on these two factors.
: Empirical studies of the translation process have used think-aloud protocols to provide a window into the mental activity which is not directly observable. This paper reports on a protocol study in a natural discourse situation involving two professional translators and discusses the relevance of the data to the debate on the use of verbalization as a methodology. The protocol provides evidence of translation strategies and points to the need for a dynamic model of the translation process that takes into account activation, suppression, and attending mechanisms.
Résumé: Les études empiriques du processus de traduction utilisent des protocoles de "réflexion à haute voix" afin de pénétrer l'activité mentale, non directement observable. Le présent article, qui fait état d'une étude de protocole concernant deux traductrices professionnelles en situation naturelle de communication, évalue la pertinence des données recueillies pour le débat sur l'utilisation de la verbalisation comme méthodologie. Le protocole témoigne de l'existence de stratégies traductionnelles et fait ressortir le besoin d'un modèle dynamique du processus de traduction qui prenne en compte les mécanismes de l'activation, de la suppression, et de l'attention.
Over the last decade, Think-aloud Protocols (TAPs) have been used extensively in process-oriented Translation Studies (TS). The serious questions regarding the experimental validity of this research methodology when applied to translation have nonetheless often remained unspoken. This paper surveys the breakthroughs as well as the limits of the growing body of literature dealing with TAPs in TS, points at the necessity to take issues of experimental, theoretical and environmental validity more seriously, and offers suggestions for improvements. The claim is that the risks involved in the adoption of a lax experimental methodology in TAP studies, often underestimated in the past, may invalidate not only the results obtained in the single projects, but, crucially, the method as a whole.
Knowledge of how nurses make decisions is a desirable outcome of research. However, there currently exists an inadequacy in the techniques used to examine such decision making. In this article, the authors describe the techniques used in two studies incorporating "thinking aloud" to successfully examine the decision making of expert critical care practitioners in the natural setting. Both techniques of thinking aloud were found to provide useful information regarding decision making in the natural setting. No ethical implications were experienced in conducting these studies in the natural setting. In conclusion, the use of thinking aloud in the natural setting is an effective means of data collection.
The aim of this article is to consider whether the training of student translators should be product-driven or process-driven. The author briefly comments on why current translation theory sometimes seems unhelpful to trainee and practising translators. Then she presents the findings of two studies of professional translators at work, and finally, from an analysis of the processes professionals engage in, she draws up some principles for a systematic approach to translator training.
Résumé
L'article ci-dessous rend compte d'une expérience au cours de laquelle des étudiants allemands d'études françaises devaient traduire un texte allemand en français tout en pensant à voix haute. L'expérience avait pour objectif d'obtenir des informations sur le processus de la traduction tel qu'il a lieu. A l'aide d'une série de paramètres, élaborés antérieurement, les données obtenues sont analysées. Les résultats se comprennent comme une contribution à une traductologie axée sur le processus même de la traduction, à une discipline, donc, dont l'objectif n'est pas la traduction telle qu'elle doit se dérouler, mais telle qu'elle se déroule effectivement.
In this article some of the results of two think-aloud protocol studies (Gerloff 1988 and Jââskelâinen 1990) are compared. The purpose of the comparison is to illustrate two findings: (I) that translation does not always get easier as professional experience increases, and (2) that professional translators do not always succeed better than non-professionals. The emphasis is on these somewhat disturbing observations because they are particularly suitable for illustrating tentative hypotheses about the role of affective factors in translation. These, in turn, have important implications for teaching translation.
As a meaningful manifestation of how institutionalized the discipline has become, the new Handbook of Translation Studies is most welcome. It joins the other signs of maturation such as Summer Schools, the development of academic curricula, historical surveys, journals, book series, textbooks, terminologies, bibliographies and encyclopedias.
The HTS aims at disseminating knowledge about translation and interpreting and providing easy access to a large range of topics, traditions, and methods to a relatively broad audience: not only students who often adamantly prefer such user-friendliness, researchers and lecturers in Translation Studies, Translation & Interpreting professionals; but also scholars and experts from other disciplines (among which linguistics, sociology, history, psychology). In addition the HTS addresses any of those with a professional or personal interest in the problems of translation, interpreting, localization, editing, etc., such as communication specialists, journalists, literary critics, editors, public servants, business managers, (intercultural) organization specialists, media specialists, marketing professionals.
The usability, accessibility and flexibility of the HTS depend on the commitment of people who agree that Translation Studies does matter. All users are therefore invited to share their feedback. Any questions, remarks and suggestions for improvement can be sent to the editorial team at hts@kuleuven.be.
Next to the book edition (in printed and electronic, PDF, format), HTS is also available as an online resource, connected with the Translation Studies Bibliography. For access to the Handbook of Translation Studies Online, please visit http://www.benjamins.com/online/hts/ .
Résumé
Les analyses sur les processus de traduction se situent dans un ensemble de recherches descriptives, expérimentales et théoriques qu'il convient d'examiner dans une perspective historique et critique. Cet éclairage épistémologique permet de mieux saisir la contribution de ces études et, en particulier, de l'analyse des processus, à la construction des modèles théoriques et explicatifs en traductologie. La présentation d'un exemple précis, extrait d'un protocole de verbalisation, offre aussi l'occasion de discuter des principaux problèmes qu'affrontent les traductologues dans leur tentative d'expliquer scientifiquement un phénomène aussi important que celui de la compréhension en traduction.
This article, outlines a project in which translation processes are investigated empirically on the basis of a corpus of translations. After a description of the methodology used, a model for the analysis of translation processes is presented followed by a brief comparison of professional and non-professional translation processes. In the concluding section, considerations are made as regards implications of translation process analysis for translation teaching.
The article reports on and discusses learners' lexical search strategies in a translation of a brief newspaper article. From a study of ten informants four have been selected for more detailed analysis, whereas the remaining six informants are discussed in less detail. The theoretical framework is a general information processing model and an adaptation of Krings's lexical search model (1986). Lexical search strategies are described and discussed and four learners' strategies are used as examples of learners' information-processing of lexical problems. Focus is on learners' identification of problem sequences, their approach to the problems identified and their evaluation of the solution(s) they reach.
Verbal accounts of the translation process have in the past been used almost exclusively to shed light on language learning activities, focusing primarily on lexical search strategies in second language acquisition studies. This paper reports on the use of such accounts to identify broader strategies in the translation process and, more specifically, to assess what distinctive characteristics community translation for ethnic minority groups may have. Twelve community translators provided verbal accounts of their strategies while completing translations of a short leaflet from English into one of seven community languages. Their comments were invited on any issue which arose, but specifically on the way in which they dealt with the cultural terms relating to British society and institutions. Rather than rely on theoretical ground rules for translation, the translators adopted approaches wholly oriented to the needs of the particular community they knew best and served, and the translation model which emerges from their accounts is markedly socio-cultural. It aims not only to ensure efficient transfer of information across languages and cultures, but also to increase the autonomy of minority language communities within British society, inter alia by retention of some English terminology. It also highlights the need for 'user education' for those using translation services.
Advanced learners' processing of linguistic knowledge in connection with a translation task from Danish into English is discussed. The focus of the discussion is on learners' use of different types of linguistic knowledge (the degree to which they use this linguistic knowledge and the form in which it is represented). The following issues are addressed: (1) introspection as an elicitation method in data collection; (2) a theoretical model based on cognitive psychology; (3) a taxonomy of three types of knowledge representation; (4) an analysis of learners' mental representations of linguistic knowledge along two dimensions. Pedagogical implications, particularly the role of grammar instruction, are also discussed. Analysis suggests that if the learner does not identify any particular problems in the translation process, solutions are arrived at based on skill- and rule-based knowledge. If the learner identifies problems, the solution pattern involves the application of knowledge or rule-based knowledge. The linguistically most competent learners are able to activate skill-based, or at most, rule-based knowledge. (Author/MSE)
In four experiments studying the think-aloud method, two first-year and two fifth-year students of translation were asked to produce a written translation from English into Finnish. This paper discusses the differences in how the two levels of students used various sorts of reference material. The fifth-year students proved to be very skillful and efficient dictionary users while the first-year students were clearly inexperienced. The results suggest that instruction in the use of reference material is sufficient in translator training. The results show that the main differences between the two groups studied were not in the quantity, but in the quality of dictionary use. Contains 13 references. (Author/LB)
: Within translation theory, various models have been developed which claim to adequately comprehend and reflect the process of translation. Some of these models will be outlined and critically observed. The result of this critical review is that none of the suggested models is able to offer a psychologically valid reconstruction of the process of translation. Instead, the models offer idealized schematic arrangements showing the interrelations among those components which are, in all likelihood, involved in the process.
Résumé: Les théories de la traduction ont développé différents modèles qui prétendent rendre compte de façon adéquate du processus de la traduction. Certains de ces modèles sont présentés et analysés dans cet article. Il apparaît qu'aucun des modèles proposés ne permet de reconstituer de manière satisfaisante le processus psychologique de la traduction. Il semble en effet que les modèles en question idéalisent et schématisent les relations parmi les composantes qui sont sans le moindre doute inhérentes au processus.
: The role of affective and attitudinal factors in translation has lately attracted increasing attention within process-oriented translation research. Think-aloud studies show that affective factors play an important part in the decision-making processes of translation. In the present TAP study the affective dimension of translation was researched via evaluative utterances produced by the subject.
Résumé: Depuis peu, l'étude du processus de la traduction s'intéresse de près au rôle joué par des facteurs affectifs et comportementaux. En l'occurrence, le recours à "la réflexion à haute voix" permet de comprendre à quel point des facteurs affectifs influencent le processus décisionnel de la traduction. L'étude qui suit fait ressortir la dimension affective de la traduction dans des commentaires évaluatifs énoncés par le sujet.
: This paper suggests that a linguistic analysis of TAPs elicited by authentic-like translation briefs might reveal differences in existing or potential translational proficiency. A distinction is made between addressee-oriented and addressee-free verbalisations, and in focus are evaluative statements and expressives. Two tentative hypotheses emerge, namely that the proportion and specificity of evaluations of the target text increases with translational proficiency, and that expressives reveal attitudinal differences attributable to different levels of proficiency.
Résumé: Une analyse linguistique de TAPs (protocoles d'analyse "à haute voix") obtenus par des instructions traductives d'apparence authentique peut révéler des différences entre des compétences traductives réelles et possibles. Une distinction est établie entre des verbalisations adressées ou non à des destinataires. Des énoncés évaluatifs et expressifs reçoivent une attention particulière. Deux hypothèses s'imposent en l'occurrence: la portée et la spécificité des évaluations du texte-cible augmentent selon la compétence traductive, et les énoncés expressifs révèlent des différences de disposition liées aux différents niveaux des compétences.
Translating Practice into Theory: A Practical Study of Quality in Translator Training”. Catriona Picken
- Janet Fraser
Analysing Language Processing through Verbal Protocols
- Dechert