Language interference in English-Chinese simultaneous interpreting with and without text

Ma, Xingcheng; Cheung, Andrew K.F.

doi:10.1075/babel.00168.che

Cited by 14 publications

(9 citation statements)

References 16 publications

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“…This indicates that in general, the interpreters attend first to the auditory input and their earliest attention to the visual input comes on average 4 seconds after hearing the speech. Therefore, we see an overall ear-lead-eye pattern for the interpreters in our experiment, which is consistent with the conclusions from and Ma & Cheung (2020).…”

Section: Ear-eye Span (Eis)supporting

confidence: 91%

“…Both above-mentioned studies did not find any significant effect of language specificity on either interpreter's attention allocation or interpreting quality in SIMTXT. Ma & Cheung (2020) compared SIMTXT and SI with a more genetically distinct language pair, English-to-Chinese (Xiao, 2010). They investigated seven SIMTXT sessions and eight SI sessions in regard to linguistic features such as lexical density, high-frequency words, passive constructions, and attributive clauses.…”

Section: Attention Allocation In Simtxtmentioning

confidence: 99%

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Patterns of Attention and Quality in English-Chinese Simultaneous Interpreting with Text

Zou¹,

Carl²,

Feng³

2022

IJCETI

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Simultaneous interpreting with text (SIMTXT) is generally seen as being cognitively more demanding than either simultaneous interpreting (SI) or sight translation (STT). However, little research has been done on how interpreters allocate their attention proportionally during SIMTXT between their auditory and visual attention. This study examines attention patterns during SIMTXT and investigates the relationship between the interpreters’ attention patterns and the quality of the interpreting output. Nine professional interpreters were recruited for SIMTXT, interpreting six English STs into Chinese. The interpreters listened to the audio input while the transcribed text of the audio input was displayed on the screen by Translog-II. The eye movements were recorded by an eye-tracker (Tobii TX300) while their interpretations were recorded by Audacity. The gaze and the spoken data (source and target) were synchronized on a word-level and aligned with the final STs and TTs. We explored and categorized the visual and auditory attention patterns based on their ear-voice span (EVS), eye-voice span (IVS), and ear-eye span (EIS) and found three types of attention patterns in our data, namely, ear-dominant (ED), eye-dominant (ID), and ear-eye-balanced (EIB). In addition, the interpreting output was annotated by three professional interpreters based on an error taxonomy adapted from Multidimensional Quality Metrics (MQM). We found that the EIB interpreters produced the lowest translation quality in terms of total error numbers and accuracy, followed by ED, and then ID interpreters. ED interpreters produced the highest translation quality in terms of fluency, followed by EIB, and then ID interpreters.

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Section: Ear-eye Span (Eis)supporting

confidence: 91%

Section: Attention Allocation In Simtxtmentioning

confidence: 99%

Patterns of Attention and Quality in English-Chinese Simultaneous Interpreting with Text

Zou¹,

Carl²,

Feng³

2022

IJCETI

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“…There is also a need to give students a sense of breaking down their career goals and relating them to their everyday life and study activities ( Ling et al, 2022 ). Additionally, both future work self-salience and elaboration can be upgraded through the career-oriented TTT approach, such as simulating real-work scenarios ( Alcina et al, 2007 ), engaging students in authentic translation projects ( He and Tao, 2022 ), considering how professionals perform ( Song and Cheung, 2019 ; Ma and Cheung, 2020 ; Wu et al, 2021 ), enhancing ties with the industry, and integrating translation technology into other core translation courses ( Bowker and Marshman, 2010 ). All of these could bring students closer to the real professional environment and allow them to know about the latest application of translation technology in the workplace.…”

Section: Discussionmentioning

confidence: 99%

Investigating students’ attitudes towards translation technology: The status quo and structural relations with translation mindsets and future work self

Tian

Jia²,

Zhang³

2023

Front. Psychol.

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IntroductionDespite the growing attention paid to the research of translation technology teaching (TTT), there is still a lack of studies on students’ attitudes and the motivational factors in relation to it. To this end, the paper reports on a questionnaire-based study that describes students’ attitudes towards translation technology (in the Chinese MTI context) and explores its structural relations with translation mindsets and future work self.MethodsData were collected from 108 grade 2021 MTI students of three selected Chinese universities and analyzed using descriptive statistics and structural equation modeling (SEM).ResultsThe results demonstrate that Chinese MTI students’ overall attitudes towards translation technology are slightly positive. So far, they perceive translation technology to be slightly effective for translation and are slightly mindful of it. They are slightly influenced by teachers and still feel inhibited when learning and using it. Furthermore, the results also indicate that growth translation mindsets positively influence students’ attitudes towards the effectiveness of translation technology, teacher influence, exhibition to translation technology, and mindfulness about translation technology, whereas fixed translation mindsets only negatively predict students’ teacher influence. Likewise, future work self-salience positively associates with students’ attitudes towards the effectiveness of translation technology and mindfulness about translation technology, while future work self-elaboration positively relates to students’ exhibition to translation technology. Among them, growth translation mindsets are the strongest predictor for all attitudes components.DiscussionTheoretical and pedagogical implications are also discussed.

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“…The United Nations (UN) has been a champion of multilingualism, recognized by its General Assembly as a core value. Simultaneous interpreting (SI) of six UN official languages is normally available at UN's Security Council open meetings (Ma & Cheung, 2020;Song & Cheung, 2019;Wu et al, 2021). It was essential for the Security Council to continue its daily meetings, especially during the period when the pandemic was rampaging globally.…”

Section: Covid-19 and Interpretingmentioning

confidence: 99%

COVID-19 and Interpreting

Cheung¹

2022

incontext

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Language interference in English-Chinese simultaneous interpreting with and without text

Cited by 14 publications

References 16 publications

Patterns of Attention and Quality in English-Chinese Simultaneous Interpreting with Text

Patterns of Attention and Quality in English-Chinese Simultaneous Interpreting with Text

Investigating students’ attitudes towards translation technology: The status quo and structural relations with translation mindsets and future work self

COVID-19 and Interpreting

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