Zu den didaktischen Konsequenzen der prozessorientier ten Übersetzungsforschung

2011 ◽  
Vol 56 (2) ◽  
Author(s):  
Maha El-Askary
Keyword(s):  
Empirical Study ◽  
Present Article ◽  
Teaching Methods ◽  
Think Aloud ◽  
Mental Processes ◽  
Advanced Learners ◽  
Think Aloud Protocols ◽  
Process Oriented ◽  
Oriented Research

AbstractThe aim of the present article is to show how gaining insights into the mental processes activated during translating through process-oriented research of translation and the use of think-aloud-protocols could provide a contribution to the didactic of translation and allow a development of teaching methods of translation. The article starts with a background about the process-oriented Research of translation and then presents the steps and results of an empirical study. The subjects of the analysis in the study were 8 egyptian advanced learners of German. Finally some consequences for the pedagogy of translation are briefly sketched.

Broadening the scope of error categories in translation assessment through screen recording

2021 ◽  
Vol 22 (2) ◽  
pp. 143-157
Author(s):  
Erik Angelone
Keyword(s):  
Diagnostic Tool ◽  
Think Aloud ◽  
Translation Product ◽  
Focal Points ◽  
Recording Technology ◽  
Think Aloud Protocols ◽  
Error Annotation ◽  
Recording Analysis ◽  
Process Oriented ◽  
Made In

Abstract To date, the assessment of student translations has been largely based on configurations of error categories that address some facet of the translation product. Focal points of such product-oriented error annotation include language mechanics (punctuation, grammar, lexis and syntax, for example) and various kinds of transfer errors. In recent years, screen recording technology has opened new doors for empirically informing translation assessment from a more process-oriented perspective (Massey and Ehrensberger-Dow, 2014; Angelone, 2019). Screen recording holds particular promise when tracing errors documented in the product back to potential underlying triggers in the form of processes that co-occur on screen in their presence. Assessor observations made during screen recording analysis can give shape to process-oriented error categories that parallel and complement product-oriented categories. This paper proposes a series of empirically informed, process-oriented error categories that can be used for assessing translations in contexts where screen recordings are applied as a diagnostic tool. The categories are based on lexical and semantic patterns derived from a corpus-based analysis of think-aloud protocols documenting articulations made by assessors when commenting on errors made in student translations while watching screen recordings of their work. It is hoped that these process-oriented error categories will contribute to a more robust means by which to assess and classify errors in translation.

scholarly journals Revisie in vertaling: wanneer en wat

2021 ◽  
Vol 1 ◽  
Author(s):  
Hella Breedveld ◽  
Huub Van den Bergh
Keyword(s):  
Present Article ◽  
Text Processing ◽  
Process Research ◽  
Think Aloud ◽  
Translation Process ◽  
Think Aloud Protocols ◽  
Cognitive Context ◽  
Draft Version ◽  
The Moment ◽  
And Function

Translators often go through their texts several times before considering their translations ‘done’. In most translation process research the different runs through the text after producing a draft version of the translation are considered as a single revision stage of the translation process. If, however, the factor time is taken into account, it might be expected that the revision activities a translator performs differ in nature and function depending on the moment where they occur during the translation process. The present article is a search for describing and understanding revision processes based on this view. Revision activities in the think-aloud protocols of five translators are analysed with regard to cognitive context and text processing characteristics. Results show that there is little evidence that revision activities vary during the translation process. Revision activities seem to occur at random throughout the translation process and appear to be triggered locally.

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.

scholarly journals Pénétrer la boîte noire du traducteur

2021 ◽  
Vol 1 ◽  
Author(s):  
Antin Fougner Rydning
Keyword(s):  
Think Aloud ◽  
Online Data ◽  
Conceptual Metaphors ◽  
Approaches To Studying ◽  
Think Aloud Protocols ◽  
Process Oriented

A combination of the two process-oriented approaches to studying profes-sional translation online: (i) verbal reporting, better known as TAP (think-aloud protocols), and (ii) Translog, a program used for logging keyboard activity, yields interesting data about what goes on in the translator ’s mind during a translation task. Assuming that our interpretation of metaphorical expressions depend upon conceptual metaphors, examples selected from the online data of two experienced professional Norwegian translators are used to show how the translation of metaphorical concepts are handled. Possible ways of using the above-mentioned online data qualitatively to test the hypothesis according to which translation is more than an interlinguistic comparison, requiring the mobilisation of cognitive complements in the reformulation phase, are also suggested.

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

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.

Sign in / Sign up

Export Citation Format

Share Document