scholarly journals The Return of Sense on the Scene of Translation Studies in the Light of the Cognitive Blending Theory

2005 ◽  
Vol 50 (2) ◽  
pp. 392-404 ◽  
Author(s):  
Atin Fougner Rydning
Keyword(s):  
Mental Image ◽  
Translation Studies ◽  
Theory Model ◽  
Creative Work ◽  
Think Aloud ◽  
Process Data ◽  
Writing Processes ◽  
Think Aloud Protocols ◽  
School Model ◽  
Online Process

Abstract The aim of this paper is to revitalize the Paris school model of deverbalization and reverbalization of sense in translation, i.e. the representation of sense as a mental image, in light of the cognitive blending theory. Through sample examples of online process data taken from the concurrent think-aloud protocols of two experienced professional translators and the keylogged files on their writing processes, I will give evidence of the imaginative and creative work pertaining to their construals of sense, before showing that the blending theory model represents sense as the result of mapping concepts into other concepts and as relations between mental spaces.

Who said it? Voices in news translation, from a semiotic perspective

Semiotica ◽  
2015 ◽  
Vol 2015 (207) ◽  
pp. 411-441 ◽  
Author(s):  
Rovena Troqe ◽  
Jacques Fontanille
Keyword(s):  
Translation Studies ◽  
Think Aloud ◽  
News Production ◽  
Think Aloud Protocols ◽  
Semiotic Approach ◽  
Semiotic Perspective ◽  
General Method ◽  
The Way

AbstractIn Translation studies, it has long been understood that when translation is integrated into journalism, concepts such as equivalence and authorship become highly problematic. However, there is still no reference to a general method that might explain why news production impacts the very process of translation and affects the translated texts themselves. In this paper, we introduce a new semiotic approach that measures shifts in translated texts by using semiotic modalities and relates these shifts to axiologies by actants of the practice of translation. Translated texts by an Italian weekly magazine are adopted as a case study and an analysis of the textual corpora is coupled with think-aloud protocols by editors. The semiotic approach reveals that the actantial dynamics are conflictual: while the translators’ performance is compatible with the equivalence value, journalists endorse values that result in the content of the original being altered. The divergence between the axiology of the actant initiating the practice and the axiology pursued by the translators affects the way the concept of translation is generated.

Use of Think-Aloud Protocols: Investigating the Writing Habits of Saudi EFL/ESL Learners

2016 ◽  
Vol 8 (5) ◽  
pp. 1
Author(s):  
Mubarak Alkhatnai
Keyword(s):  
Basic Question ◽  
Think Aloud ◽  
Writing Processes ◽  
Arabic Speakers ◽  
Think Aloud Protocols ◽  
Native Arabic Speakers ◽  
Arabic Speaking ◽  
Esl Learners

<p>This paper aims to investigate the writing processes of bilingual Saudi writers by means of think-aloud protocols. Think-aloud or talk-aloud protocols involve having participants verbally describe their activities while performing a given task. My goal was to understand the writing habits of Saudi EFL/ESL learners and what native Arabic speakers experience when writing in English by examining how they write compositions in English. My basic question for this investigation was “How do EFL/ESL Saudi learners write in English?” The goal of this study was to identify useful information for teaching EsL composition to Arabic-speaking learners in general and Saudi learners in particular. </p>

Vertalen Als Revisie

1998 ◽  
Vol 59 ◽  
pp. 109-115
Author(s):  
Hella Breedveld
Keyword(s):  
Writing Process ◽  
Language Translation ◽  
Translation Studies ◽  
Target Language ◽  
Think Aloud ◽  
Source Text ◽  
Translation Process ◽  
Think Aloud Protocols ◽  
Writing Research ◽  
Cognitive Activities

The study of translation processes tends to focus on the local processes involved in finding translations for words or expressions in the source text. In order to find out which processes are involved in the production of a target text based on an existing source text in another language, translation studies may profit from models that have been developed in research on the writing process. Certain categories of cognitive activities found in research on the writing process can be used in the analysis of think-aloud protocols of the translation process. Especially the notion of revising, as developed in writing research, can help to understand how translators proceed in order to produce a good text in a target language.

Struggling with historical significance: Reasoning, reading, and writing processes

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Johan van Driel ◽  
Jannet van Drie ◽  
Carla van Boxtel
Keyword(s):  
Historical Context ◽  
Think Aloud ◽  
Christopher Columbus ◽  
Thinking Aloud ◽  
History Teachers ◽  
Reading And Writing ◽  
Historical Significance ◽  
Writing Processes ◽  
Think Aloud Protocols ◽  
Historical Accounts

Abstract The concept of historical significance is seen as a key concept of historical reasoning. Assigning significance is based on criteria and related to the identity of who assigns significance. However, little is known about reasoning-, reading-, and writing processes when students attribute significance. The aim of this study is to investigate how students and experienced history teachers with a master’s degree reason, read, and write about historical significance while thinking aloud. We analyzed the think-aloud protocols of twelve 10th-grade students and four history teachers on reasoning, reading, and writing processes. While thinking aloud, participants read two contrasting accounts after which they wrote an argumentative text about the historical significance of Christopher Columbus. Analysis of participants’ think-aloud protocols and their written texts showed that students did not recognize historical accounts as perspectives—influenced by the historical context. In contrast, teachers looked for the authors’ judgement, evidence, and context. In addition, students’ limited use of metaknowledge regarding texts and the concept of historical significance hampered them. These out-comes provide direction for teaching reasoning, reading, and writing with respect to historical significance.

Think-aloud protocols in translation research

Target ◽  
2001 ◽  
Vol 13 (2) ◽  
pp. 241-263 ◽  
Author(s):  
Silvia Bernardini
Keyword(s):  
Research Methodology ◽  
Translation Studies ◽  
Experimental Methodology ◽  
Think Aloud ◽  
Translation Research ◽  
The Past ◽  
Think Aloud Protocols ◽  
Growing Body ◽  
Experimental Validity ◽  
Process Oriented

Over the last decade, Think-aloud Protocols (TAPs) have been used extensively in process-oriented Translation Studies (TS). The serious questions regarding the experimental validity of this research methodology when applied to translation have nonetheless often remained unspoken. This paper surveys the breakthroughs as well as the limits of the growing body of literature dealing with TAPs in TS, points at the necessity to take issues of experimental, theoretical and environmental validity more seriously, and offers suggestions for improvements. The claim is that the risks involved in the adoption of a lax experimental methodology in TAP studies, often underestimated in the past, may invalidate not only the results obtained in the single projects, but, crucially, the method as a whole.

Are Subjective Reports of Conscious Recollection Valid? Evidence from Think Aloud Protocols

2008 ◽  
Author(s):  
Jeffrey K. Boman ◽  
David P. McCabe ◽  
Amanda E. Sensenig ◽  
Matthew G. Rhodes ◽  
Meghan T. Lee
Keyword(s):  
Think Aloud ◽  
Think Aloud Protocols ◽  
Conscious Recollection ◽  
Valid Evidence ◽  
Subjective Reports

Proses Berpikir Logis Siswa Sekolah Dasar Bertipe Kecerdasan Logis Matematis dalam Memecahkan Masalah Matematika

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Liska Yanti Pane ◽  
Kamid Kamid ◽  
Asrial Asrial
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Qualitative Method ◽  
Logical Thinking ◽  
Think Aloud ◽  
Process Data ◽  
Thinking Process ◽  
Problem Solving Process ◽  
Problem Solving Strategy ◽  
Solving Strategy

This research aims to describe logical thinking process of a logical-mathematical intelligence student. We employ qualitative method to disclose the subject’s learning process. Data are collected by interview and modified think aloud methods. The results show that subject has capability to find and organize problems and data correctly. Subject describes conditions that are needed to do the steps of problem solving strategy. The steps are done systematically until the end of problem solving process.

The interplay of glossing with text difficulty and comprehension levels

2021 ◽  
pp. 136216882110204
Author(s):  
Seyede Faezeh Hosseini Alast ◽  
Sasan Baleghizadeh
Keyword(s):  
Undergraduate Students ◽  
First Language ◽  
Think Aloud ◽  
Text Difficulty ◽  
L2 Reading ◽  
Think Aloud Protocols ◽  
Significant Difference ◽  
The Impact ◽  
L2 Reading Comprehension ◽  
Underlying Processes

The aim of this experiment was to investigate how glossing influences second language (L2)reading comprehension in relation to text difficulty and the two local and global meaning representations. Fifty-eight undergraduate students were asked to read three easy, moderate, and difficult texts and, following each passage, answer twenty comprehension questions targeting local and global concepts in one of the two first-language-glossed and unglossed conditions. Half of the participants in each group were supposed to think aloud while reading. The results revealed a significant difference between the performance of glossed and unglossed groups on comprehension of local concepts in all three difficulty levels. However, the impact of glossing on comprehension of global concepts was significantly influenced by text difficulty. The qualitative analysis of think-aloud protocols suggested a substantial difference in glossing functionality on fluency between the easy and the difficult texts. Furthermore, it is suggested that revisiting the glossing effect in combination with text difficulty on the reading product and underlying processes might reconcile some divergent hypotheses on glossing impact on fluency.

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