Cognitive Process and Skill Training of Time-Limited Sight Translation
DOI:
https://doi.org/10.17507/tpls.1309.20Keywords:
time-limited sight translation, cognitive process, skill set, training methodAbstract
In sight translation, a written message is converted into a spoken message, or a written text must be read aloud in another language. Sight translation has long been considered a hybrid of translation and interpreting and a preparatory training method for simultaneous interpreting. However, because the information input in sight translation is in the form of text rather than fleeting speech, not enough attention is paid to the time factor of sight translation. This paper addresses the definition, cognitive process, and training of the skills of time-limited sight translation. The aim is to highlight the importance of time constraint in sight translation to strengthen the role of sight translation in language skill acquisition, including supplementing cognitive knowledge and improving bilingual conversion ability.
References
Agrifoglio, M. (2004). Sight translation and interpreting: A comparative analysis of constraints and failures. Interpreting, 6(1), 43-67.
Barik, H.C. (1973). Simultaneous interpretation: Temporal and quantitative data. Language and Speech, 16(3), 237-270.
Binder, J.R., Desai, R.H., Graves, W.W., & Conant, L.L. (2009). Where is the semantic system? A critical review and meta-analysis of 120 functional neuroimaging studies. Cereb Cortex, 19, 2767-2796.
Brady, M. (1989). Case studies in sight translation. In J. Dodds (Ed.), Aspects of English (pp. 141-243). Udine: Campanotto.
Chmiel, A. (2021). Effects of simultaneous interpreting experience and training on anticipation, as measured by word-translation latencies. Interpreting, 23(1), 18-44.
Chmiel, A., & Lijewska, A. (2019). Syntactic processing in sight translation by professional and trainee interpreters: Professionals are more time-efficient while trainees view the source text less. Target, 31(3), 378-397.
Chung, H. (2007). Associative sight translation: A pedagogical method to avoid interference. Interpreting and Translation Studies, 10(2), 105-126.
Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24(1), 87-114.
Davis, J. N., & Bistodeau, L. (1993). How do L1 and L2 reading differ? Evidence from think aloud protocols. The Modern Language Journal, 77(4), 459-472.
Deng, W. (2017). Retrospection and introspection on the three-decade sight translation research in China: Bibliometric analysis of CNKI (1987-2016) relevant articles. Foreign Languages and Literature, (3), 97-102 (in Chinese).
Falbo, C. (1995). Interprétation consécutive et exercices préparatoires. The Interpreters’ Newsletter, (6), 87-91.
Gile, D. (2009). Basic Concepts and Models for Interpreter and Translator Training. Amsterdam/Philadelphia: John Benjamins.
Gile, D. (2020). The effort models and gravitational model: Clarifications and update. In D. Gile (Ed.), An International Information Network on Conference Interpreting Research (CIR), accessed on March 3, 2021 http://www.cirinandgile.com/
Gile, D., & Lei, B. (2021). The effort models of interpreting as a didactic construct. Translation Horizons, (1), 1-24 (in Chinese).
Gobet, F, & G. Clarkson. (2004). Chunks in expert memory: Evidence for the magical number four…or is it two? Memory, 12(6), 732-747.
Kalina, S. (2000). Interpreting competences as a basis and a goal for teaching. The Interpreters’ Newsletter, (10), 3-32.
Lamberger-Felber H., & Schneider, J. (2008). Linguistic interference in simultaneous interpreting with text: A case study. In G. Hansen, A. Chesterman, & H. Gerzymisch-Arbogast (Eds.), Efforts and Models in Interpreting and Translation Research: A Tribute to Daniel Gile (pp. 215-236). Amsterdam/Philadelphia: John Benjamins.
Lambert, S. (2004). Shared attention during sight translation, sight interpretation and simultaneous interpretation. Meta, 49(2), 294-306.
Li, X. (2014). Sight translation as a topic in interpreting research: Progress, problems and prospects. Across Languages and Cultures, 15(1), 67-89.
Liu, C., & Zhou, R. (2012). Effects of working memory training on cognition and brain plasticity. Advances in Psychological Science, 20(7), 1003-1011 (in Chinese).
Liu, J. (2011). Promoting consecutive interpretation with sight translation: An evidence-based correlation research report. Chinese Translators Journal, (3), 37-41 (in Chinese).
Liu, M., Shallert, D. L., & Carroll, P. (2004). Working memory and expertise in simultaneous interpreting. Interpreting, 6(1), 19-42.
Mikkelson, H. (1994). Text analysis exercises for sight translation. In W. Peter (Ed.), Vistas: Proceedings of the 31st Annual Conference of ATA (pp. 381-390). NJ: Learned Information.
Miller, G. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81-97.
Moser-Mercer, B. (1995). Sight translation and human information processing. In A. Neubert, G. M. Shreve, & K. Gommlich (Eds.), Basic Issues in Translation Studies: Proceedings of the 5th International Conference-Kent Forum on Translation Studies (pp. 159-166). Kent, OH: Kent State University Press.
Muñoz-Martin, R. (2012). Just a matter of scope: Mental load in translation process research. Translation Spaces, 1(1), 169-188.
Nolan, J. (2008). Interpretation: Techniques and Exercise. Shanghai: Shanghai Foreign Language Education Press.
Oléron, P., & Nanpon, H. (1956). Research into simultaneous translation. In F. Pöchhacker (Ed.), The Interpreting Studies Reader (pp. 42-50). London & New York: Routledge.
Price, C. J. (2012). A review and synthesis of the first 20 years of PET and fMRI studies of heard speech, spoken language and reading. Neuroimage, 62, 816-847.
Rayner, K., Slattery, T.J., & Drieghe, D. (2011). Eye movements and word skipping during reading: Effects of word length and predictability. Journal of Experimental Psychology: Human Perception and Performance, 37(2), 514-528.
Sandrelli, A. (2006). From black box to the virtual interpreting environment (VIE): Another step in the development of computer assisted interpreter training. In The Future of Conference Interpreting: Training, Technology and Research, conference held in University of Westminster.
Setton, R., & Dawrant, A. (2016). Conference Interpreting: A Complete Course. Amsterdam/Philadelphia: John Benjamins.
Setton, R., & Motta, M. (2007). Syntacrobatics: Quality and reformulation in simultaneous-with-text. Interpreting, 9(2), 199-230.
Song, S. Z. (2010). Skill transfer from sight translation to simultaneous interpreting: A case study of an effective teaching technique. International Journal of Interpreter Education, (2), 120-134.
Timarová, S., Čeňková, I., Meylaerts, R., Hertog, E., Szmalec, A., & Duyck, W. (2014). Simultaneous interpreting and working memory executive control. Interpreting, 16(2), 139-168.
Wan, H. (2017). Cognitive Research on Sight Reading Interpretation. Qingdao: Ocean University of China Press (in Chinese).
Wang, B. (2012). From interpreting competence to interpreter competence: Exploring the conceptual foundation of professional interpreting training. Foreign Languages and their Teaching, (6), 75-78 (in Chinese).
Wang, Q. (2013). Review on effects of working memory training on fluid intelligence. Psychology: Techniques and Applications, (4), 18-21 (in Chinese).
Weber, W. K. (1990). The importance of sight translation in an interpreter training program. In D. Bowen, & M. Bowen (Eds.), Interpreting: Yesterday, Today, and Tomorrow (pp. 44-52). Amsterdam: John Benjamins.
Zhao, H., & Dong, Y. (2021). Interpreter advantages in switching ability. Advances in Psychological Science, 29(4), 625-634 (in Chinese).
Zhao, X., & Zhou, R. (2011). Sub-function evaluation method of central executive system in working memory. Chinese Journal of Clinical Psychology, 19(6), 748-752 (in Chinese).
Zhou, R. & Zhao, X. (2010). From “Dwarf” to “Giant”: The research of the central executive system in working memory. Journal of Northwest Normal University (Social Sciences), (9): 82-89 (in Chinese).
Zou, D. (2017). Differences in Working Memory Competence in Consecutive Interpreting. Beijing: Central Compilation & Translation Press (in Chinese).
