Cognitive Translation Studies: Models and methods at the cutting edge

Abstract

Several indicators seem to suggest that, through nearly six decades of development, Cognitive Translation Studies (CTS) may be taking shape as an autonomous field of study. The main challenges ahead seem to be building sounder theoretical models and carrying out more rigorous methodological scrutiny. These two strands converge as central themes in the 11 contributions to this special issue of LANS-TTS. To provide a context for theoretical modelling and to frame critical discussions of the methods included in this volume, we first trace the present landscape of CTS and how it evolved so as to test Holmes’ criteria for disciplines: founding new channels of communication and sharing a “disciplinary utopia”. The contributions are arranged into four thematic categories as applied to CTS, namely, scientometrics, framing or reframing our field, the reliability and validity of popular research methods, and new methods or novel approaches. This article closes with a call to reflect on some fundamental issues on the next steps of humankind regarding communication, with ever-growing societal demands and expectations that call for refreshing our notions of translation in the context of increasingly diversified forms of multilectal mediated communication.

Когнітивна Лінгвістика У Контексті Перекладу: Аналіз Взаємозв'язку Між Мовленнєвими Структурами Оригіналу Та Перекладу

“…Для когнітивної лінгвістики лінгвістичні категоріїце концептуальні категорії, виражені в словах на лексичному чи граматичному рівні, а мовне вираження лише свідчить про концептуалізацію, що лежить в основі [4]. Більше того, процес означування має фізіологічні основи, які безпосередньо впливають на структури мислення.…”

Exploring Cognitive Teaching Approaches for Inclusive Translation Online Classes: A Case Study During the COVID-19 Pandemic

“…Previous studies (Akmaliyah et al, 2020;Di Pietro et al, 2020;Pikhart & Al-Obaydi, 2023;Rapanta et al, 2020) highlighted challenges that encompass disparities in accessing reliable internet connections, insufficient technical support, deficiency in technology training, absence of social physical presence, as well as pedagogical issues pertaining to the adjustment of curriculum and instruction to conform to online environments. Consequently, it became necessary to enhance knowledge while acquiring online management skills, and incorporate virtual thinking methodologies, and innovative pedagogies while exploring virtual reality technology (Aroles & Küpers, 2021;Basilaia et al, 2020;Xiao & Muñoz, 2020). In other words, determining the most appropriate approaches for teaching translation in inclusive online contexts was a persistent challenge, especially for teachers who made this transition for the first time, including teachers in the English Department, College of Languages and Translation, at Imam Mohammed Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia.…”

Self-efficacy as a protective factor when translating under time pressure

“…The interest in studying what takes place in the translators and interpreters' minds began around 1960s, after the Cognitive Revolution in psychology which started to focus on learning, perception, memory and thinking from an experimental point of view (Miller, 2003). Since then, Cognitive Translation and Interpreting Studies (CTIS, henceforth) has witnessed a dramatic growth in the number of publications in edited volumes and scientific periodicals (Xiao & Muñoz, 2020).…”