New Cognitive Approaches in Process-Oriented Translation Training

Lee-Jahnke, Hannelore

doi:10.7202/010942ar

Cited by 27 publications

(7 citation statements)

References 19 publications

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“…The sustained practice of translation skills has an important impact at two levels: first, it improves proficiency in the second language and in translation performance per se ; second it increases cognitive overall and improves cognitive control. Indeed, translation competencies rely on various linguistic, nonlinguistic and executive functions (Lee-Jahnke, 2005).…”

Section: Introductionmentioning

confidence: 99%

Second-language proficiency modulates the brain language control network in bilingual translators: an event-related fMRI study

et al. 2019

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In bilinguals, language proficiency has been advanced to influence the involvement of domain-general control networks in language selection. We assessed, in university student translators with moderate- to high-second language (L2) proficiency depending on their translation educational level, the functional activity in the key language and control areas (the caudate nucleus, anterior cingulate, and prefrontal cortex), during task- and language-selection in an oral production context. We found that L2 proficiency influenced the relative involvement of our regions of interest during language selection vs domain-general cognitive control processes. While the left middle frontal and left caudate areas were more involved during linguistic than alphanumeric task selection in the low L2 proficiency group, these regions were similarly involved in both tasks in the high-L2 proficiency group. These findings suggest that language selection relies primarily on a network within domain-general cognitive control system with an increase in resource needs when L2 proficiency is low.

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Section: Introductionmentioning

confidence: 99%

Second-language proficiency modulates the brain language control network in bilingual translators: an event-related fMRI study

et al. 2019

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“…From an almost exclusive focus on products, translation studies has moved towards examining processes (including cognitive aspects) and the effects of those processes on the quality of products (cf. Lee-Jahnke 2005). The latter are the result of the interaction between societal expectations of what translations should be and translators' emergent practices and translation competence that allow them to produce acceptable translations in a given setting or situation within temporal and economic constraints (cf.…”

Section: Introductionmentioning

confidence: 99%

Applying a newswriting research approach to translation

Ehrensberger‐Dow

Perrin²

2013

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Translation is a situated activity that involves more than simply producing target texts from source texts. In order to understand what translators actually do when they translate, their psycho-biographies as well as the social setting of the workplace and the contextual resources must be considered. In this paper, we outline how a mixed-method approach originally developed to study the newswriting processes of journalists at their workplaces can be applied in translation process research. We argue that progression analysis, which combines keystroke logging, screen recordings, eye-tracking, and cue-based retrospective verbalization, can be profitably used along with version analysis to gain insights into cognitive aspects of the translation process.

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“…It expands the scope of assessment from the result to the process leading to the end result, i.e., the whole range of activities in the pre-translation preparation and the actual act of translating, including researching, planning, implementing the plan, managing costs/risks, identifying problems and formulating solutions. I am happy to add that not only general language educators but also translation educators, e.g., Lee-Jahnke (2005), are directing more and more attention to teaching as a process of studentcentred learning.…”

Section: Plan-based Assessmentmentioning

confidence: 99%

Plan-based Translation Assessment An Alternative to the Standard-based cut-the-feet-to-fit-the-shoes Style of Assessment

Zhong

2009

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RÉSUMÉLa diversité des théories guide la pratique en traduction et en interprétation, et il en est ainsi de l'enseignement de la traduction et de l'interprétation mais dans de moindres proportions. L'évaluation pédagogique des traductions des étudiants se ramène à une catégorie qui s'appuie presque uniquement sur des standards imaginaires. Dans cet article, nous mettrons en lumière les caractéristiques d'un système d'évaluation qui se fonde sur une évaluation définie par une structure planifiée. La comparaison s'effectuera aussi sur le type d'évaluation proposé par les théories de la traduction fonctionnelle qui sont à l'origine de notre système d'évaluation. Nous conclurons avec une étude de cas utilisant la structure planifiée. ABSTRACTThe practice of translation/interpreting is guided by a diversity of theories and so is the instruction of translation/interpreting, though arguably to a lesser extent. Yet, pedagogical assessment of translation, especially in relation to the assessment of translation works by students, mostly seem to fall into one kind, one which is overwhelmingly based on an imagined standard and concerned with accurate and adequate comformity to the standard.The author of this paper, while experimenting with game theory and problem-based learning in the teaching of translation and interpreting, has been rethinking the assessment process. As a result, he has developed what he sees as an alternative system of marking, one which he calls planbased assessment and which aims to mark a student's work/performance against the specific plans formulated by the individual student in conjunction with the instructor rather than against the imagined singular homogeneous standard imposed by an authority. He believes that this system is more conducive than the conventional standard-based assessment to the teaching of translation/interpreting in liberal arts education as it facilitates the development of subjectivity, vision, different learning styles, creative/critical thinking power, and problem-identifying and -solving skills.In this paper, he will discuss the characteristics of plan-based assessment system in comparison to those presumably comprising the conventional system. Comparison will also be made to the sort of assessment advocated by functional theories of translation as they inspired and informed the construction of plan-based assessment. The paper will conclude with a case study of the use of plan-based assessment.

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New Cognitive Approaches in Process-Oriented Translation Training

Cited by 27 publications

References 19 publications

Second-language proficiency modulates the brain language control network in bilingual translators: an event-related fMRI study

Second-language proficiency modulates the brain language control network in bilingual translators: an event-related fMRI study

Applying a newswriting research approach to translation

Plan-based Translation Assessment An Alternative to the Standard-based cut-the-feet-to-fit-the-shoes Style of Assessment

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