Pub Date : 2021-09-29DOI: 10.1080/1750399X.2021.1984032
B. Vitalaru
ABSTRACT Over the past ten years, employability has been one of the key issues in translation and interpreting (T&I), both in professional practice and in academic settings. However, very few studies focus specifically on the employability of the graduates in the Public Service Interpreting and Translation (PSIT) sector. This article focuses on the latter in a postgraduate programme taught in several language pairs in Spain. Its objectives are to identify aspects that characterise the graduates’ professional situation within the PSIT labour market, to analyse the graduates’ perception regarding the training received and its applicability to the labour market, and to identify tendencies and differences by language pairs. The results, based on a questionnaire sent to eleven cohorts of graduates, will be used to assess the extent to which the programme prepares for market needs, to analyse adaptation possibilities, and provide information that can be useful for programmes that involve several language pairs. Moreover, programme designers, researchers, and PSIT employers can also benefit from the differentiation of the findings by language pairs, which shows different interests within the labour market, and the reflection on skills that may affect employability in the T&I sector.
{"title":"Public service interpreting and translation: employability, skills, and perspectives on the labour market in Spain","authors":"B. Vitalaru","doi":"10.1080/1750399X.2021.1984032","DOIUrl":"https://doi.org/10.1080/1750399X.2021.1984032","url":null,"abstract":"ABSTRACT Over the past ten years, employability has been one of the key issues in translation and interpreting (T&I), both in professional practice and in academic settings. However, very few studies focus specifically on the employability of the graduates in the Public Service Interpreting and Translation (PSIT) sector. This article focuses on the latter in a postgraduate programme taught in several language pairs in Spain. Its objectives are to identify aspects that characterise the graduates’ professional situation within the PSIT labour market, to analyse the graduates’ perception regarding the training received and its applicability to the labour market, and to identify tendencies and differences by language pairs. The results, based on a questionnaire sent to eleven cohorts of graduates, will be used to assess the extent to which the programme prepares for market needs, to analyse adaptation possibilities, and provide information that can be useful for programmes that involve several language pairs. Moreover, programme designers, researchers, and PSIT employers can also benefit from the differentiation of the findings by language pairs, which shows different interests within the labour market, and the reflection on skills that may affect employability in the T&I sector.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"247 - 269"},"PeriodicalIF":1.5,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46784487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-22DOI: 10.1080/1750399X.2021.1968158
Néstor Singer
ABSTRACT Research on translator identity is scarce in the translation literature. This study explores translator identity in the context of translator education. Translator identity is understood here as the students’ perceptions concerning 1) the translator they envisage to become and 2) the competence they perceive to be developing in order to translate effectively. Concretely, the paper examines translation students’ fluctuation in their translator identity statuses, i.e. the degree of commitment to their translator identity, over the course of one year. To do this, twelve participants from two different Chilean translator programmes engaged in three semi-structured interview rounds during the fourth year of their studies. Thirty-six interviews were transcribed and annotated using the Interpretative Phenomenological Analysis (IPA). The emerging themes suggest a crisis-reflection-reconnection process leading to commitment development, which was determined by 1) the participants’ immediateness of action taken after a crisis and 2) their emotional inclination. These elements impacted their subsequent attitude towards practice, their self-efficacy beliefs and their academic performance. The participants’ experiential accounts enabled the definition of identity statuses for the translator education setting: achievers’ commitment remained constant during the year, while conservers and seekers suffered a loss of commitment triggered by external sources, particularly from supra-contextual crises.
{"title":"How committed are you to becoming a translator? Defining translator identity statuses","authors":"Néstor Singer","doi":"10.1080/1750399X.2021.1968158","DOIUrl":"https://doi.org/10.1080/1750399X.2021.1968158","url":null,"abstract":"ABSTRACT Research on translator identity is scarce in the translation literature. This study explores translator identity in the context of translator education. Translator identity is understood here as the students’ perceptions concerning 1) the translator they envisage to become and 2) the competence they perceive to be developing in order to translate effectively. Concretely, the paper examines translation students’ fluctuation in their translator identity statuses, i.e. the degree of commitment to their translator identity, over the course of one year. To do this, twelve participants from two different Chilean translator programmes engaged in three semi-structured interview rounds during the fourth year of their studies. Thirty-six interviews were transcribed and annotated using the Interpretative Phenomenological Analysis (IPA). The emerging themes suggest a crisis-reflection-reconnection process leading to commitment development, which was determined by 1) the participants’ immediateness of action taken after a crisis and 2) their emotional inclination. These elements impacted their subsequent attitude towards practice, their self-efficacy beliefs and their academic performance. The participants’ experiential accounts enabled the definition of identity statuses for the translator education setting: achievers’ commitment remained constant during the year, while conservers and seekers suffered a loss of commitment triggered by external sources, particularly from supra-contextual crises.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"141 - 157"},"PeriodicalIF":1.5,"publicationDate":"2021-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43458826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-13DOI: 10.1080/1750399X.2021.1950979
Rongjie Yuan
ABSTRACT Material development is important for training beginner student interpreters, as it guides the direction of interpreting learning. One key principle is difficulty progression, which requires a good knowledge of the indicators of difficulty. Since text structure outweighs words and sentences in the information processing of consecutive interpreting, this study argued that text structure should be introduced as one of the major parameters for scaling material difficulty. Therefore, it set out to explore how the text structure of source materials contributes to the difficulty of consecutive interpreting for beginner student interpreters. Text structure is specified as causal relations and additive relations at the microstructure and macrostructure levels. Experiment data revealed that at the microstructure level, additive relations were more difficult to process than causal relations, while at the macrostructure level, causal relations were more difficult to process than additive relations. The reasons for this could be the different features of these two types of rhetorical relations and the processing mechanisms they trigger in comprehension and memory. The results are expected to provide a reference for instructors in selecting and adapting materials for pedagogical purposes in the initial stages of consecutive interpreter training.
{"title":"Material development for beginner student interpreters: how does text structure contribute to the difficulty of consecutive interpreting?","authors":"Rongjie Yuan","doi":"10.1080/1750399X.2021.1950979","DOIUrl":"https://doi.org/10.1080/1750399X.2021.1950979","url":null,"abstract":"ABSTRACT Material development is important for training beginner student interpreters, as it guides the direction of interpreting learning. One key principle is difficulty progression, which requires a good knowledge of the indicators of difficulty. Since text structure outweighs words and sentences in the information processing of consecutive interpreting, this study argued that text structure should be introduced as one of the major parameters for scaling material difficulty. Therefore, it set out to explore how the text structure of source materials contributes to the difficulty of consecutive interpreting for beginner student interpreters. Text structure is specified as causal relations and additive relations at the microstructure and macrostructure levels. Experiment data revealed that at the microstructure level, additive relations were more difficult to process than causal relations, while at the macrostructure level, causal relations were more difficult to process than additive relations. The reasons for this could be the different features of these two types of rhetorical relations and the processing mechanisms they trigger in comprehension and memory. The results are expected to provide a reference for instructors in selecting and adapting materials for pedagogical purposes in the initial stages of consecutive interpreter training.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"58 - 77"},"PeriodicalIF":1.5,"publicationDate":"2021-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1750399X.2021.1950979","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59985334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-19DOI: 10.1080/1750399X.2021.1900712
J. Ureel, Ella Diels, I. Robert, I. Schrijver
ABSTRACT As expert intercultural communicators, translators constantly face the challenges of comprehending and producing language that is stylistically appropriate in various communicative contexts. To scale these challenges, they must acquire advanced levels of sociolinguistic competence. Although sociolinguistic competence is considered an essential component of translation competence, to date no study has investigated how sociolinguistic competence, in the form of sensitivity to grammatical (in)formality, develops in translation trainees. Using style-based grammaticality judgement tasks, we collected data from 21 Dutch-speaking undergraduate trainees over a three-year period. We asked participants to revise sentences for style and investigated their accommodative competence in L2 English. We looked at participants’ ability to accommodate language to social context through style-shifting, mapping how they detected and/or corrected (in)appropriateness in formal contexts. Our results show that trainees’ overall accommodative competence initially improves, but subsequently stagnates. In the final year of testing, they barely score 50%. Receptive and productive sensitivity to grammatical (in)appropriateness follow similar developments, with trainees consistently performing better for receptive than for productive sensitivity. Our findings highlight the need to design effective sociolinguistically responsive (foreign-language) instruction in translation training to further develop sensitivity to grammatical (in)formality and to heighten sociolinguistic awareness and the controlled use of stylistic variation.
{"title":"The development of L2 sociolinguistic competence in translation trainees: an accommodation-based longitudinal study into the acquisition of sensitivity to grammatical (in)formality in English","authors":"J. Ureel, Ella Diels, I. Robert, I. Schrijver","doi":"10.1080/1750399X.2021.1900712","DOIUrl":"https://doi.org/10.1080/1750399X.2021.1900712","url":null,"abstract":"ABSTRACT As expert intercultural communicators, translators constantly face the challenges of comprehending and producing language that is stylistically appropriate in various communicative contexts. To scale these challenges, they must acquire advanced levels of sociolinguistic competence. Although sociolinguistic competence is considered an essential component of translation competence, to date no study has investigated how sociolinguistic competence, in the form of sensitivity to grammatical (in)formality, develops in translation trainees. Using style-based grammaticality judgement tasks, we collected data from 21 Dutch-speaking undergraduate trainees over a three-year period. We asked participants to revise sentences for style and investigated their accommodative competence in L2 English. We looked at participants’ ability to accommodate language to social context through style-shifting, mapping how they detected and/or corrected (in)appropriateness in formal contexts. Our results show that trainees’ overall accommodative competence initially improves, but subsequently stagnates. In the final year of testing, they barely score 50%. Receptive and productive sensitivity to grammatical (in)appropriateness follow similar developments, with trainees consistently performing better for receptive than for productive sensitivity. Our findings highlight the need to design effective sociolinguistically responsive (foreign-language) instruction in translation training to further develop sensitivity to grammatical (in)formality and to heighten sociolinguistic awareness and the controlled use of stylistic variation.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"78 - 95"},"PeriodicalIF":1.5,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1750399X.2021.1900712","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49439528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-26DOI: 10.1080/1750399X.2021.1919975
Bart Defrancq, Sarah Delputte, Tom Baudewijn
ABSTRACT Interprofessional training is not uncommon in interpreting programmes but seems to be mainly practised in dialogue interpreting. This study reports on an interprofessional training session for conference interpreters and students of political science. A six-hour joint mock conference is annually organised at Ghent University by international students of political science andinterpreted by students of conference interpreting. After one such conference, questionnaires were administered to both groups to gauge experiences, quality perception and learning outcomes for conference interpreters. Findings revealed that students of conference interpreting appreciated the moderately student-centred approach and assessed the learning outcomes very positively, especially because the students of political science challenged their skills. Students of political science assessed the quality of interpretation positively. Relay and retour interpreting seem to cause some disruption. Regarding the three goals of interprofessional training – to give professional groups an opportunity to learn about, with and from each other – students of conference interpreting took the opportunity to learn with the political science group during the meeting, but appeared more reluctant to engage with them and learn from them duringperiods created for exchanges. In the concluding section, we suggest some remedies on how this learning could be maximised in future exercises.
{"title":"Interprofessional training for student conference interpreters and students of political science through joint mock conferences: an assessment","authors":"Bart Defrancq, Sarah Delputte, Tom Baudewijn","doi":"10.1080/1750399X.2021.1919975","DOIUrl":"https://doi.org/10.1080/1750399X.2021.1919975","url":null,"abstract":"ABSTRACT Interprofessional training is not uncommon in interpreting programmes but seems to be mainly practised in dialogue interpreting. This study reports on an interprofessional training session for conference interpreters and students of political science. A six-hour joint mock conference is annually organised at Ghent University by international students of political science andinterpreted by students of conference interpreting. After one such conference, questionnaires were administered to both groups to gauge experiences, quality perception and learning outcomes for conference interpreters. Findings revealed that students of conference interpreting appreciated the moderately student-centred approach and assessed the learning outcomes very positively, especially because the students of political science challenged their skills. Students of political science assessed the quality of interpretation positively. Relay and retour interpreting seem to cause some disruption. Regarding the three goals of interprofessional training – to give professional groups an opportunity to learn about, with and from each other – students of conference interpreting took the opportunity to learn with the political science group during the meeting, but appeared more reluctant to engage with them and learn from them duringperiods created for exchanges. In the concluding section, we suggest some remedies on how this learning could be maximised in future exercises.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"16 1","pages":"39 - 57"},"PeriodicalIF":1.5,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1750399X.2021.1919975","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47943221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-12DOI: 10.1080/1750399X.2021.1906078
Pedro Pavez
ABSTRACT As learning and teaching theory experts, university educators are constantly asked to review and reflect on their methodologies and to co-generate them with all members of the educational community. Teachers understand that students constantly shape the object of study, and thus embrace differences among individuals. In this context, a dialogic approach to interpreter education invites educators to promote myriad voices within classrooms. Even though professional interpreter training has been one of the main topics in interpreting studies, there is an imbalance in the way interpreting quality has been addressed. Indeed, it has, for the most part, neglected student perspectives on their own training. Thus, this action research follows a four-stage dialogic methodology based on collective reflection to generate interpreting quality assessment tools. The participants consisted of 17 fourth-year interpreting students enrolled in the English-Spanish Interpreting Programme at the Pontificia Universidad Católica de Valparaíso. Participants provided input to develop three different collectively-generated rating scales, with criteria and weighting factors depending on the type of discourse to be interpreted or the learning result to be achieved.
作为学习和教学理论专家，大学教育工作者经常被要求审查和反思他们的方法，并与教育界的所有成员共同产生这些方法。教师明白，学生不断塑造学习对象，因此接受个体之间的差异。在这种背景下，对话式的口译教育方式邀请教育工作者在课堂上促进各种声音。尽管专业口译培训一直是口译研究的主要课题之一，但对口译质量的关注方式却存在着不平衡。事实上，在很大程度上，它忽视了学生对自身培训的看法。因此，本行动研究遵循基于集体反思的四阶段对话方法，以产生口译质量评估工具。参与者包括17名参加宗座大学Católica de Valparaíso英语-西班牙语口译课程的四年级口译学生。参与者提供了输入，以开发三种不同的集体生成的评分量表，其标准和权重因素取决于要解释的话语类型或要实现的学习结果。
{"title":"Dialogic education in the interpreting classroom: action research for developing simultaneous interpreting quality assessment tools","authors":"Pedro Pavez","doi":"10.1080/1750399X.2021.1906078","DOIUrl":"https://doi.org/10.1080/1750399X.2021.1906078","url":null,"abstract":"ABSTRACT As learning and teaching theory experts, university educators are constantly asked to review and reflect on their methodologies and to co-generate them with all members of the educational community. Teachers understand that students constantly shape the object of study, and thus embrace differences among individuals. In this context, a dialogic approach to interpreter education invites educators to promote myriad voices within classrooms. Even though professional interpreter training has been one of the main topics in interpreting studies, there is an imbalance in the way interpreting quality has been addressed. Indeed, it has, for the most part, neglected student perspectives on their own training. Thus, this action research follows a four-stage dialogic methodology based on collective reflection to generate interpreting quality assessment tools. The participants consisted of 17 fourth-year interpreting students enrolled in the English-Spanish Interpreting Programme at the Pontificia Universidad Católica de Valparaíso. Participants provided input to develop three different collectively-generated rating scales, with criteria and weighting factors depending on the type of discourse to be interpreted or the learning result to be achieved.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"15 1","pages":"360 - 377"},"PeriodicalIF":1.5,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1750399X.2021.1906078","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43444330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-05DOI: 10.1080/1750399X.2021.1911193
Nathalie Loiseau, Carmen Delgado Luchner
ABSTRACT To date, research into conference interpreting has not produced a definition of the concrete subskills associated with an A, B and C language in interpreters’ combinations of working languages. Existing frameworks for performance assessment in foreign languages are not designed to cover the very advanced range of language mastery associated with an A or a B language in conference interpreting. To fill this gap and deepen our understanding of what characterises an A, B or C language, we reviewed the existing literature on language classification in interpreting and foreign language acquisition, and analysed frameworks for performance assessment in foreign languages as well as archives of feedback given to interpreting students regarding their respective languages. Based on this analysis, we developed a self-administered online test that allows applicants to assess whether their mastery of a language, in our case French, corresponds to the level normally expected for an A, a B or a C language. The test was calibrated with three different groups of subjects (native speakers of French, professional interpreters and interpreting students), showing a high level of accuracy in identifying the language classification of subjects in all samples.
{"title":"A, B and C decoded: understanding interpreters’ language combinations in terms of language proficiency","authors":"Nathalie Loiseau, Carmen Delgado Luchner","doi":"10.1080/1750399X.2021.1911193","DOIUrl":"https://doi.org/10.1080/1750399X.2021.1911193","url":null,"abstract":"ABSTRACT To date, research into conference interpreting has not produced a definition of the concrete subskills associated with an A, B and C language in interpreters’ combinations of working languages. Existing frameworks for performance assessment in foreign languages are not designed to cover the very advanced range of language mastery associated with an A or a B language in conference interpreting. To fill this gap and deepen our understanding of what characterises an A, B or C language, we reviewed the existing literature on language classification in interpreting and foreign language acquisition, and analysed frameworks for performance assessment in foreign languages as well as archives of feedback given to interpreting students regarding their respective languages. Based on this analysis, we developed a self-administered online test that allows applicants to assess whether their mastery of a language, in our case French, corresponds to the level normally expected for an A, a B or a C language. The test was calibrated with three different groups of subjects (native speakers of French, professional interpreters and interpreting students), showing a high level of accuracy in identifying the language classification of subjects in all samples.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"15 1","pages":"468 - 489"},"PeriodicalIF":1.5,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1750399X.2021.1911193","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48892467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/1750399X.2021.1917172
B. Whyatt, N. Pavlović
ABSTRACT This article introduces a special issue of The Interpreter and Translator Trainer devoted to the much under-researched issue of translating languages of low diffusion (LLDs). Here we explore a plethora of aspects which have rarely been discussed in Translation Studies in general and, in particular, regarding translator training, such as linguistic diversity, variations in the terminology concerning LLDs, effects of unequal power relations between languages, language and translation policy, acute problems with language access in crisis situations and challenges for translator trainers. We present the contributions to this special issue, the first three of which focus on various directionality-related issues and the way they affect the information needs of translators, their stylistic choices and L2 phraseology. The remaining four articles focus on unique problem areas involving LLDs: International Sign (IS) interpreters, socialisation into the profession as an LLD translator, literary translators working with LLDs and the need to include indirect translation in translator education. We conclude with a call to legitimise indirect translation as a research topic in the context of LLDs, and we point to other unexplored aspects of translating LLDs and languages of low resources (LLRs) deserving further attention.
{"title":"Translating languages of low diffusion: current and future avenues","authors":"B. Whyatt, N. Pavlović","doi":"10.1080/1750399X.2021.1917172","DOIUrl":"https://doi.org/10.1080/1750399X.2021.1917172","url":null,"abstract":"ABSTRACT This article introduces a special issue of The Interpreter and Translator Trainer devoted to the much under-researched issue of translating languages of low diffusion (LLDs). Here we explore a plethora of aspects which have rarely been discussed in Translation Studies in general and, in particular, regarding translator training, such as linguistic diversity, variations in the terminology concerning LLDs, effects of unequal power relations between languages, language and translation policy, acute problems with language access in crisis situations and challenges for translator trainers. We present the contributions to this special issue, the first three of which focus on various directionality-related issues and the way they affect the information needs of translators, their stylistic choices and L2 phraseology. The remaining four articles focus on unique problem areas involving LLDs: International Sign (IS) interpreters, socialisation into the profession as an LLD translator, literary translators working with LLDs and the need to include indirect translation in translator education. We conclude with a call to legitimise indirect translation as a research topic in the context of LLDs, and we point to other unexplored aspects of translating LLDs and languages of low resources (LLRs) deserving further attention.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"15 1","pages":"141 - 153"},"PeriodicalIF":1.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1750399X.2021.1917172","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44519043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/1750399X.2020.1856023
B. Whyatt, Olga Witczak, Ewa Tomczak
ABSTRACT Effective information behaviour is crucial in all translation competence models but our understanding of how information skills develop and how translators interact with information found in online resources is still limited. In this article we focus on information behaviour (needs and use) of bidirectional translators who frequently translate into their native (L1) and their non-native language (L2). The theoretical underpinnings come from information studies: (1) information is needed when cognitive uncertainty arises and – when found – it allows the translator to make an informed decision; (2) translators are driven by economy of effort and will minimise the cost of searching for information. The empirical evidence comes from a study of 30 professional bidirectional translators who translated two texts into their native language of low diffusion (Polish) and into their non-native major language (English). A close analysis of their information behaviour included data obtained by keylogging, eye-tracking and screen recording, and showed that using online resources adds more cognitive effort when translators work into their L2. We use the results to draft a model of information behaviour which shows how the use of online resources is affected by the translation direction.
{"title":"Information behaviour in bidirectional translators: focus on online resources","authors":"B. Whyatt, Olga Witczak, Ewa Tomczak","doi":"10.1080/1750399X.2020.1856023","DOIUrl":"https://doi.org/10.1080/1750399X.2020.1856023","url":null,"abstract":"ABSTRACT Effective information behaviour is crucial in all translation competence models but our understanding of how information skills develop and how translators interact with information found in online resources is still limited. In this article we focus on information behaviour (needs and use) of bidirectional translators who frequently translate into their native (L1) and their non-native language (L2). The theoretical underpinnings come from information studies: (1) information is needed when cognitive uncertainty arises and – when found – it allows the translator to make an informed decision; (2) translators are driven by economy of effort and will minimise the cost of searching for information. The empirical evidence comes from a study of 30 professional bidirectional translators who translated two texts into their native language of low diffusion (Polish) and into their non-native major language (English). A close analysis of their information behaviour included data obtained by keylogging, eye-tracking and screen recording, and showed that using online resources adds more cognitive effort when translators work into their L2. We use the results to draft a model of information behaviour which shows how the use of online resources is affected by the translation direction.","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"15 1","pages":"154 - 171"},"PeriodicalIF":1.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1750399X.2020.1856023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42472628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/1750399X.2021.1915575
Rongjie Yuan
{"title":"Interpreters vs machines: can interpreters survive in an AI-dominated world?","authors":"Rongjie Yuan","doi":"10.1080/1750399X.2021.1915575","DOIUrl":"https://doi.org/10.1080/1750399X.2021.1915575","url":null,"abstract":"","PeriodicalId":45693,"journal":{"name":"Interpreter and Translator Trainer","volume":"15 1","pages":"282 - 285"},"PeriodicalIF":1.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1750399X.2021.1915575","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43034315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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