scholarly journals Thinking Path Schema of English Translation for Chinese Classics: An Empirical Study on Translation Schema in Translation Courses

2021 ◽  
Vol 14 (2) ◽  
pp. 56
Author(s):  
Xiaojuan Peng
Keyword(s):  
Empirical Study ◽  
Cognitive Process ◽  
Qualitative And Quantitative Analysis ◽  
Translation Process ◽  
Video Recordings ◽  
Chinese University ◽  
Evaluation Scores ◽  
Classification Evaluation ◽  
Process Classification ◽  
Chinese Classic

In view of the complicated translation cognitive process, the study investigated and compared students’ translation process of Chinese Classics through translation thinking path schema. Seventy-six participants learning translation courses based on parallel level in two classes of one Chinese university, some of them trained for four months intentionally, were involved into some translation experiments with selected ancient Chinese classic poems. By the form of discussions, cooperation, or individual written translation, data were gathered from manuscripts, answer sheets, video recordings, think-aloud questionnaires, reflection papers, and interviews, which were integrated and categorized into the process classification evaluation tables in qualitative and quantitative analysis for the empirical study. Through some visible comparing and contrasted data elucidation, results indicated the obvious advantages of making use of the thinking path schema in Chinese Classics translation among trained students, who have presented more diversified translation thinking courses and superior evaluation scores in general. What’s more, author could be regarded as an element considered into the angle of translator, but not an independent angle as other non-Chinese-classic-text translation process, amending the former thinking path schema. Furthermore, the conclusions and amendments after translation experiments could be considered into the dynamic translation process for Chinese classics.

scholarly journals Strategies in public service interpreting

Interpreting ◽  
2017 ◽  
Vol 19 (1) ◽  
pp. 118-141 ◽  
Author(s):  
Marta Arumi Ribas ◽  
Mireia Vargas-Urpi
Keyword(s):  
Problem Solving ◽  
Qualitative Study ◽  
Empirical Study ◽  
Present Article ◽  
Public Service ◽  
Video Recordings

Strategies have been far more widely researched in conference interpreting than in the interactional setting of public service interpreting (PSI), although studies of the latter by Wadensjö and other authors suggest a strategic rationale for certain types of rendition (especially non-renditions). The present article describes an exploratory, qualitative study, based on roleplay, to identify strategies in PSI: the roleplays were designed to incorporate a variety of ‘rich points’, coinciding with peak demands on the interpreter’s problem-solving capacities and therefore particularly relevant to empirical study of interpreting strategies. Five interpreter-mediators with the Chinese–Spanish/Catalan language combination were each asked to interpret three different dialogues, in which the primary participants’ input was a re-enactment of real situations. Analysis of the transcribed video recordings was complemented by a preliminary questionnaire and by retrospective interviews with the interpreters. Their strategies, classified according to whether the problems concerned were essentially linguistic or involved the dynamics of interaction, in some cases reflect priorities typically associated with intercultural mediation. The advantages and limitations of using ‘rich points’ and roleplays in the study of interpreting strategies are briefly discussed

Calling translation to the bar

2017 ◽  
Vol 3 (1) ◽  
pp. 81-96
Author(s):  
Daniele Orlando
Keyword(s):  
Empirical Study ◽  
Special Focus ◽  
Translation Process ◽  
Translation Quality ◽  
Legal Translation ◽  
Effective Training ◽  
The One ◽  
Translation Errors ◽  
Collection Methods

Abstract This paper proposes a comparative analysis of the translation errors made by prospective legal translation trainees, with a special focus on the (mis)use of legal terminology and phraseology. The investigation relies on the data produced and collected within a wider empirical study on the translation problems faced by a cohort of translation graduates with no specialisation in legal translation on the one hand, and a cohort of linguistically-skilled lawyers with no translation-related qualifications on the other, who translated the same criminal law document from English into Italian. The translation errors made by the two cohorts have been classified on the basis of the categories proposed by Mossop (2014) and assessed following the severity scale devised by Vollmar (2001). The Translation Quality Index (cf. Schiaffino and Zearo 2006) thus obtained has allowed for the ranking of the participants in the five quality levels identified for legal translation by Prieto Ramos (2014). The findings of the quantitative and qualitative analyses of errors are also traced back to the participants’ translation process by triangulating data from the different collection methods used within the empirical study, i.e. screen recording, keystroke logging and questionnaires, with particular reference to time and reference material use. The specific design of this investigation, which considers the participants’ prior education as additional variable, allows for the identification of a possible correlation between the different backgrounds of the translators and the quality of their translations, with general consequences on the conceptualisation of legal translation competence and effective training.

Interaction in Assessment-Oriented Role Play: A Conversation Analytic Approach

2015 ◽  
Vol 38 (4) ◽  
Author(s):  
Jian Hu
Keyword(s):  
Conversation Analysis ◽  
Quantitative Methods ◽  
Role Play ◽  
Analytic Approach ◽  
Interactional Competence ◽  
Strategic Competence ◽  
Collaborative Task ◽  
Video Recordings ◽  
Chinese University ◽  
Pair Work

AbstractTo date, only a handful of studies have investigated the interlocutor effects on peer-peer test discourse, and they focus almost exclusively on the paired format in the Cambridge speaking tests, which is mostly a discussion type collaborative task. In the oral English test administered by a Chinese university under the present study, role-play is a major test type. This study chose for analysis three out of over 100 video recordings of test takers participating in roleplay- based interaction. The author adopted conversation analysis (CA) and Young’s (2000) constructivist, practice-oriented view of interaction and competence to assist the interpretation of speech exchange throughout the interaction. It is evident from the data that learners make use of various interactional resources and employ different strategies in the assessmentbased role play. It could be tentatively concluded from the conversation analysis of the paired interaction that the interaction framework together with the participants’ strategic competence in negotiating their own interactional resources, to a great extent, determines their joint performance of the collaborative task. The configuration of pairing in terms of proficiency is found to have an impact on joint interaction performance and strategic use. The implications of the current study include: interactional competence could be more readily accessed via role play than discussion type of pair work; qualitative conversation analysis of test takers’ actual practices can reveal what quantitative methods are unable to detect, and therefore is an indispensable complement.

Can Student Ratings of Teaching be Predicted by Teaching Styles?

2010 ◽  
Vol 106 (2) ◽  
pp. 501-512 ◽  
Author(s):  
Guo-Hai Chen ◽  
David Watkins
Keyword(s):  
Teaching Style ◽  
Teaching Styles ◽  
Student Ratings ◽  
The Other ◽  
Moderating Effects ◽  
Chinese University ◽  
Evaluation Scores ◽  
Student Ratings Of Teaching ◽  
The Relationship

The relationship between teaching styles and student ratings of teaching was examined at a Chinese university. 388 teachers (170 men, 218 women) were invited to fill out the 49-item Teaching Styles Inventory (Grigorenko & Sternberg, 1993). The inventory measures seven teaching styles: legislative, judicial, liberal, global, executive, conservative, and local. Scores from students' evaluations of teaching of courses for one semester were collected. Students' evaluation scores were significantly and negatively related to executive and conservative teaching styles of their teachers, while no significant correlation was found between student ratings and any of the other five teaching styles. Only conservative teaching style contributed significantly to the prediction of student ratings. Sex and age were found to have moderating effects on the relationship between teaching style and student ratings. The role of teaching styles in student ratings was discussed.

scholarly journals Pauses by Student and Professional Translators in Translation Process

2018 ◽  
Vol 6 (1) ◽  
pp. 18
Author(s):  
Rusdi Noor Rosa ◽  
T. Silvana Sinar ◽  
Zubaidah Ibrahim-Bell ◽  
Eddy Setia
Keyword(s):  
Cognitive Process ◽  
National Park ◽  
Meaning Making ◽  
Source Text ◽  
Translation Process ◽  
Descriptive Research ◽  
Think Aloud Protocols ◽  
History Of ◽  
The Right ◽  
Bahasa Indonesia

Translation as a process of meaning making activity requires a cognitive process one of which is realized in a pause, a temporary stop or a break indicating doing other than typing activities in a certain period of translation process. Scholars agree that pauses are an indicator of cognitive process without which there will never be any translation practices. Despite such agreement, pauses are debatable as well, either in terms of their length or in terms of the activities managed by a translator while taking pauses. This study, in particular, aims at finding out how student translators and professional translators managed the pauses in a translation process. This was a descriptive research taking two student translators and two professional translators as the participants who were asked to translate a text from English into bahasa Indonesia. The source text (ST) was a historical recount text entitled ‘Early History of Yellowstone National Park’ downloaded from http://www.nezperce.com/yelpark9.html composed of 230-word long from English into bahasa Indonesia. The data were collected using Translog protocols, think aloud protocols (TAPs) and screen recording. Based on the data analysis, it was found that student translators took the longest pauses in the drafting phase spent to solve the problems related to finding out the right equivalent for the ST words or terms and to solve the difficulties encountered in encoding their ST understanding in the TL; meanwhile, professional translators took the longest pauses in the pos-drafting phase spent to ensure whether their TT had been natural and whether their TT had corresponded to the prevailing grammatical rules of the TL. 

scholarly journals Impact of Technology-based Reflective Practice Tools on Student Skill Development

2020 ◽  
Vol 16 (1) ◽  
pp. 77-93 ◽  
Author(s):  
Sharleen O'Reilly ◽  
Julia Milner
Keyword(s):  
Reflective Practice ◽  
Student Development ◽  
Course Design ◽  
Qualitative And Quantitative Analysis ◽  
Summary Writing ◽  
Qualitative And Quantitative ◽  
Video Recordings ◽  
Student Preference ◽  
Student Skill ◽  
Impact Of Technology

The purpose of this study was to examine how students received the combination of technology-based tools implemented in a staged manner within a curriculum and if any specific tool was of greater benefit in developing their reflective practice skills. Participants were 45 tertiary students enrolled in a health professional course. Qualitative and quantitative analysis revealed student preference for individual tools changed over time. Students preferred supportive tools (simulated video recordings, group blogging and teaching approaches) earlier on and independent tools (e-journaling and online reflective summary writing) in their final year. The findings support the use of different reflective practice tools in course design to better support student development and improve student engagement in reflective practices.

Is There a Special Kind of “Reading” for Translation?

Target ◽  
1993 ◽  
Vol 5 (1) ◽  
pp. 21-41 ◽  
Author(s):  
Gregory M. Shreve ◽  
Christina Schäffner ◽  
Joseph H. Danks ◽  
Jennifer Griffin
Keyword(s):  
Empirical Study ◽  
Mental Representation ◽  
Empirical Studies ◽  
Special Kind ◽  
Translation Process ◽  
Significant Variability ◽  
Text Segment ◽  
Process Oriented ◽  
The Way

Abstract The role of reading in translation is rarely discussed in the literature. Translation has mainly been discussed within a product-oriented framework. The more process-oriented approaches of recent years have taken notice of reading as a component activity of the translation process. However, few empirical studies have been completed which address the role of reading in translation. The way a person reads, and the result of that reading (some sort of mental representation of the text or text segment), will depend on the reader's purposes and motivations. The present empirical study indicates that while the translator's reading of a text may be to some extent more thorough and deliberate than that of an ordinary reader, it is not likely to be markedly so. The study also indicates a significant variability in the way translators "read for translation". This suggests the existence of alternate strategies in this kind of reading.

scholarly journals Cognitive Conflict in Technological Environment: Cognitive Process and Emotions through Intuitive Errors in Area, Perimeter and Volume

Mathematics ◽  
2021 ◽  
Vol 9 (14) ◽  
pp. 1672
Author(s):  
Juhaina Awawdeh Shahbari
Keyword(s):  
Cognitive Process ◽  
Cognitive Conflict ◽  
Loud Tone ◽  
Technological Environment ◽  
Video Recordings ◽  
The Face ◽  
Data Source ◽  
Three Stages ◽  
Tone Of Voice ◽  
High Sound

This study was conducted among 28 seventh-grade students. They worked in groups in an activity with modeling features; the activity consisted of three tasks dealing with an intuitive error, namely, same A–same B. The data source was nine video recordings of three groups across the three activities. The results obtained from analyses of students’ discussions and interactions indicate that they moved through three central stages: the intuitive error stage, the revealing of the intuitive error connected with cognitive conflict and the stage of overcoming the intuitive errors. In each of the three stages in the three tasks, we identified similar emotion features among the three groups across the three tasks. In the intuitive error stage, the participants were characterized by confidence, comfort and enjoyment. In revealing the intuitive errors, we identified several indicators and signs of non-comfortable situations by revealing the errors in the three tasks, such as a high sound or sad tone of voice, physical movements such as moving closer to the computer screen and other physical indicators such as opening the mouth and putting a hand on the head or the face. After overcoming and understanding the sources of the errors, the participants showed confidence that was clear in their facial signs, joy and smiles, loud tone and eye contact between students and the teacher, or between students.

scholarly journals Simulación de Mecanismos

2019 ◽  
pp. 20-27
Author(s):  
Homero Jiménez-Rabiela ◽  
Benjamín Vázquez-González ◽  
José Luis Ramírez-Cruz ◽  
Pedro García-Segura
Keyword(s):  
Quantitative Analysis ◽  
Cognitive Process ◽  
Degrees Of Freedom ◽  
Three Dimensional ◽  
Qualitative And Quantitative Analysis ◽  
Mechanical Advantage ◽  
Qualitative And Quantitative

Objectives: In this work we show different simulated mechanisms virtually, their objective is to facilitate the qualitative and quantitative analysis of their kinematics; allowing to determine degrees of freedom, relation of times, mechanical advantage, mobility, positions, speeds and accelerations. Such an objective is achieved by simulating them for different positions using discretization and variable timing. Methodology: It consists of files of mechanisms with the corresponding files of links and electronic spreadsheets. The student must modify the dimensional, geometric and kinematic restrictions; remove them and install new ones; to observe the behavior of the mechanism as a system or of the links as integral parts. Contribution: Simplify the cognitive process of the kinematics of the mechanisms. It facilitates the understanding of the Euler and the Lagrange approaches. It allows to understand and evaluate the positions, speeds and accelerations; absolute, relative and apparent. The files of mechanisms and links are virtual, three-dimensional and allow their animation. Electronic spreadsheets control the restrictions of both the mechanisms and their links.

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