CONFERENCE PROGRAMME 6€¦ · Reading Subtitles across Devices. A Study into the Differences in Read-ing Patterns of People watching Subtitled Videos on Smartphone, Tablet and Computer

CONFERENCE PROGRAMME 6 LIST OF ABSTRACTS 12 ABSTRACTS 16

CONTENTS

21-22 SEPTEMBER 2015, UNIVERSITY OF WARSAW, POLANDiceal.uni-mainz.de

CONFERENCE PROGRAMME

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MONDAY 21ST

9:00 – 9:30 REGISTRATION

9:30 – 9:40 OPENING

Sambor GRUCZA & Silvia HANSEN-SCHIRRA

9:40 – 10:40 KEYNOTE

Fabio ALVES

10:40 – 11:00 COFFEE BREAK

11:00 – 12:00 KEYNOTE

Jan K. OBER

12:00 – 13:30 LUNCH BREAK

TEACHING & MULTILINGUAL

COMMUNICATION

ROOM A

POST-EDITING

MACHINE TRANSLATION

ROOM B

13:30 – 14:00 AGNIESZKA ANDRYCHOWICZ-

TROJANOWSKA

Eyetracking Methods on the

Lesson of English – Textbook

Examples Analysis

MARCELI AQUINO Analyzing the Role of Position in

the Decision-Making Process of

Germans and Brazilians in

Post-Editing MP ‘wohl’

14:00 – 14:30 AGNIESZKA LIJEWSKA

The Influence of Sentence

Context on the Processing of

Non-Identical Cognates by Multi-

lingual Speakers

JEAN NITZKE

Post-Editing Machine Translation

Output: Blessing or Burden for the

Translator?

14:30 – 15:00 PAULA NIEMIETZ, ARNDT

HEILMANN, TATIANA SERBINA

& STELLA NEUMANN

What Role Does Grammatical

Complexity Play in Cognitive

Processing? A Multivariate

Approach

15:00 – 15:30 MARTA KALISKA

An Action-Oriented Approach

to Linguistic Corpora in Foreign

Language Teaching


16:00 – 17:00 WORKSHOP NEURODEVICE / SMI

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TUESDAY 22ND

TRANSLATION

ROOM A

SUBTITLING

ROOM B

9:00 – 9:30 BOGUSŁAWA WHYATT,

MARTA KAJZER–WIETRZNY &

KATARZYNA STACHOWIAK

Simplification in Translation

and Paraphrasing – Combining

Corpus Linguistics, Key-Logging

and Eyetracking Research

SILKE GUTERMUTH

Lost in Sign Language Interpretation

– An Eyetracking Study on the

Visual Attention of Hearing-Im-

paired Recipients

9:30 – 10:00 PETER JUD, MAUREEN

EHRENSBERGER-DOW &

GARY MASSEY

The Usefulness of Eyetracking

Data in Assessing the Cognitive

Ergonomics of Translation

AGNIESZKA SZARKOWSKA,

ANDREU OLIVER MORENO &

MONIKA LASKOWSKA

Reading Subtitles across Devices. A

Study into the Differences in Read-

ing Patterns of People watching

Subtitled Videos on Smartphone,

Tablet and Computer Screen

10:00 – 10:30 DAVID ORREGO-CARMONA

Exploring the Reception of

(Non)Professional Subtitling Using

Eyetracking


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TRANSLATION PROCESS

& COMPETENCES

ROOM A

INTERPRETING

ROOM B

11:00 – 11:30 SASCHA HOFMANN

As Eyetracking Research

proceeds in Translation Studies –

What about Modeling Compe-

tencies?

AGNIESZKA CHMIEL &

AGNIESZKA LIJEWSKA

Syntactic Processing in Sight Trans-

lation by Professional and Trainee

Interpreters – An Eyetracking Study

11:30 – 12:00 BRITA DORER

‘Advance Translation’: A Method

Applied to Tackle Comprehensi-

bility and Translatability Problems

in the Source Questionnaire of a

Cross-National Survey

PAWEŁ KORPAL &

KATARZYNA STACHOWIAK

The Visual or the Aural: Which Mo-

dality is Dominant in Simultaneous

Interpreting?

12:00 – 12:30 SILVIA HANSEN-SCHIRRA

Cognitive Processes in Transla-

tion: The Role of Reading?

HAO ZHOU & BINGHAN ZHENG

An Eyetracking Study on the Eye-

Voice Span in English-Chinese Sight

Translation

12:30 – 13:00 KILIAN SEEBER

Processing Multi-Modal Input: What

Simultaneous Interpreters Look At

13:00 CLOSING

13:30 – 15:00 COFFEE / BRUNCH

ABSTRACTS


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KEY NOTES

FABIO ALVESOn the Use of Eyetracking Data in Translation Process Research: A Critical Restrospective Overview

JAN K. OBERCognitometrics, Attention Monitoring, Saccadometry Insrumenta-tion in Linguistics

TEACHING & MULTILINGUAL COMMUNICATION

AGNIESZKA ANDROYCHOWICZ-TROJANOWSKAEyetracking Methods on the Lesson of English – Textbook Examples Analysis

AGNIESZKA LIJEWSKAThe Influence of Sentence Context on the Processing of Non-Identical Cognates by Multilingual Speakers

PAULA NIEMIETZ / ARNDT HEILMANN / TATIANA SERBINA / STELLA NEUMANNWhat Role Does Grammatical Complexity Play in Cognitive Processing? A Multivariate Approach

MARTA KALISKAAn Action-Oriented Approach to Linguistic Corpora in Foreign Language Teaching

POST-EDITING MACHINE TRANSLATION

JEAN NITZKEPost-Editing Machine Translation Output: Blessing or Burden for the Translator?

MARCELI AQUINOAnalyzing the Role of Position in the Decision-Making Process of Germans and Brazilians in Post-Editing MP ‘wohl’

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TRANSLATION

BOGUSŁAWA WHYATT / MARTA KAJZER-WIETRZNY / KATARZYNA STACHOWIAKSimplification in Translation and Paraphrasing – Combining Cor-pus Linguistics, Key-Logging and Eyetracking Research

PETER JUD / MAUREEN EHRENSBERGER-DOW / GARY MASSEYThe Usefulness of Eyetracking Data in Assessing the Cognitive Ergonomics of Translation

SUBTITLING

SILKE GUTERMUTHLost in Sign Language Interpretation – An Eyetracking Study on the Visual Attention of Hearing-Impaired Recipients

AGNIESZKA SZARKOWSKA / ANDREU OLIVER MORENO / MONIKA LASKOWSKAReading Subtitles Across Devices. A Study into the Differences in Reading Patterns of People Watching Subtitled Videos on Smartphone, Tablet and Computer Screen

DAVID ORREGO-CARMONAExploring The Reception of (Non)Professional Subtitling Using Eye Tracking

TRANSLATION PROCESS & COMPETENCES

SASCHA HOFMANNAs Eyetracking Research Proceeds in Translation Studies – What About Modeling Competencies?

BRITA DORER‘Advanced Translation’: A Method Applied to Tackle Comprehensibility and Translatability Problems in the Source Questionnaire of a Cross-National Survey

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SILVIA HANSEN-SCHIRRACognitive Processes in Translation: The Role of Reading?

INTERPRETING

AGNIESZKA CHMIEL / AGNIESZKA LIJEWSKASyntactic Processing in Sight Translation by Professional and Train-ee Interpreters – An Eyetracking Study

PAWEŁ KORPAL / KATARZYNA STACHOWIAKThe Visual or the Aural: Which Modality is Dominant in Simultaneous Interpreting?

HAO ZHOU / BINGHAN ZHENGAn Eyetracking Study on the Eye-Voice Span in English-Chinese Sight Translation

KILIAN SEEBERProcessing Multi-Modal Input: What Simultaneous Interpreters Look At

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KEY NOTEMONDAY 21ST09:40 – 10:40

ON THE USE OF EYETRACKING DATA IN TRANSLATION PROCESS RESEARCH: A CRITICAL RETROSPECTIVE OVERVIEW

Eye tracking is a somewhat recent research tool in trans-lation process research (TPR) and has mostly been used in conjunction with recordings of keyboard activity (key logging) to track user activity data (UAD) while transla-tors read and type their renderings on a computer screen (O’Brien 2006, Göpferich, Jakobsen & Mees (eds.) 2008). The underlying assumption is that there is an eye-mind connection (Just & Carpenter 1980, Frazier & Rayner 1982) which links eye movements to cognitive processing in real time and, thus, allows researchers to tap onto behavioural data and account for how processing effort is distributed across different areas of interest (i.e. source text, target text, sources of external support, etc.). On the basis of this claim, eye fixations, as measured by means of fixation count and fixation duration, are often used as standard parameters to account for cognitive processing in TPR, building on the assumption that ‘‘there is no appreciable lag between what is being fixated and what is being pro-cessed’’, as stated by Just and Carpenter (1980:331) in their formulation of an eye-mind assumption. This view, however, is not unchallenged. Vasishth (2011:109) argues that “fixation durations reflect processing difficulty, but lags in processing and constraints arising from oculo-mo-tor control have the potential to complicate the inter-pretation of the eye movement record”. In other words, the eyes tend to jump forwards and backwards, without conscious motor control, while readers fixate on words or segments, in a type of cognitive processing that Ja-kobsen (2015) refers to as a “dog-on-a-leash metaphor”. Drawing on these two different, yet not contradictory, standpoints (Just & Carpenter 1980 vs. Vasishth 2011), I intend to present a critical retrospective overview of the use of eye-tracking methodology in TPR (O’Brien 2006, Jakobsen & Jensen 2008, Alves, Pagano & da Silva 2009,

FABIO ALVES Federal University of Minas Gerais (UFMG), Belo Horizonte, [email protected]

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2011, Carl & Kay 2011, Hvelplund 2011, Alves, Gonçalves & Szpak 2012, Dragsted & Carl 2013, Alves, Gonçalves & Szpak 2014, Hvelplund 2014, among others) and consid-er what is of fundamental interest for the development of eye-tracking related research in our field of study. To that extent, I will elaborate extensively, but not exclusive-ly, on the interpretation of eye-tracking data related to how eyes move across areas of interest (AOIs) – including visits and transitions –, and consider that with respect to parameters provided by fixations, saccades, and pupil di-lation. As a way of conclusion, I hope to be able to throw some thoughts on how the use of eye-tracking data can be implemented even further within TPR.

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KEY NOTEMONDAY 21ST11:00 – 12:00

COGNITOMETRICS, ATTENTION MONITORING, SACCADOMETRY INSTRUMENTATION IN LINGUISTICS

Cognition serves the acquisition of internal representa-tions of external reality, attention the interface between the real and its internal model. Attention – practical as-pects, basic modes of attention: a) real-time exploration of external, b) internal retrospection and planning, c) monitoring of the outside driven by the events and situa-tional context. Attention as the whole can be multiplexed between the tasks, thus provides the attention selectivity. Attention is volitional, the limitations - attention anom-alies, emotion as the attention distracter or facilitator. Under which circumstances it is necessary to monitor the attention engagement? How the task with the low level of mental work load provokes the attention toward falling into the trap of uncontrolled internal representa-tion mode? When attention is internally engaged, we are experiencing the freedom from constrains of time and space - the true advantage of virtual reality! WARNING! While under internal attention mode, we become ex-posed on the danger of loosing the sensation of passing time. Saccadic activity is an objective and easy accessible biological signal which reflects the attention management processes. Decision to saccade involves the cognitive pro-cessing, even in the situations when we consider it being a sort of reflexive type of response toward the novel visual stimuli. Personal Attention Monitor (PAM) can provide the biological feed-back signal about loosening of cognitive interaction with the controlled environment. Cognitive appropriateness of saccades and the dynamic correctness of saccade, two sources of information about the brain functional status. How the lexical decisions made during the silent reading, can be picked and used in combination with the saccadic activity?

Can the sheep make saccades?

JAN K. OBERMaciej Nalecz Institute of Biocybernetics and Biomedical Engineering, Polish Academy of Sciences, Warsaw, Poznań, Poland [email protected]

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TEACHING &MULTILINGUALCOMMUNICATIONMONDAY 21ST13:30 – 14:00ROOM A

EYETRACKING METHODS ON THE LESSON OF ENGLISH – TEXTBOOK EXAMPLES ANALYSIS

A textbook of English is one of the tools used by both teachers and students in the process of teaching/learning the language on the lessons of English at Polish secondary schools. Owing to the big variety of such textbooks on the market every teacher can choose the one that will comply with different criteria and will meet teacher’s and students’ expectations. But experienced teachers, who are involved in the process of choosing the textbook, very often start asking the following important questions: Is that particular textbook equally useful for all the stu-dents? If the textbook has a very attractive layout, will it be a really useful tool in the process of language acquisi-tion? Are there any aspects of the glottodidactic materials that should be modified to make the whole process of language teaching/learning more efficient? If yes, what are they? What criteria should the teacher take into con-sideration when choosing the textbook of English as to find the most effective and useful tool? To answer the above mentioned questions four textbook examples were checked on a group of secondary school students us-ing SMI RED 500 eye-tracker. The students represented two groups of secondary school students – dyslectic and non-dyslectic ones. The aim of the study is to show the way the students work with the textbook material, show tendencies in their way of doing it and check if there are any significant differences between dyslectic and non-dyslectic students dealing with the particular English textbook examples.

AGNIESZKA ANDRYCHOWICZ-TROJANOWSKAWarsaw University, [email protected]

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THE INFLUENCE OF SENTENCE CONTEXT ON THE PROCESSING OF NON-IDENTICAL COGNATES BY MULTILINGUAL SPEAKERS

Cognate facilitation effect is one of the most consistently observed effects in psycholinguistic experiments with bi-lingual speakers. This facilitation has been observed in nu-merous bilingual studies which employed isolated words as well as in those experiments which investigated the processing of contextualized language (e.g. Van Assche et al. 2011; Duyck et al. 2007). In contrast, the patterns of cognate facilitation observed with multilingual speakers are far less clear. Especially interesting is the facilitation produced by L2-L3 cognates which seems to be task-de-pendent (cf. Lemhoefer, Dijkstra & Michel 2004; Lijewska & Chmiel 2014; Szubko-Sitarek 2014). The present study is the first one to look into cognate facilitation effect for non-identical cognates in multilingual speakers during sentence reading. The design of the study was adapted from the bilingual one conducted by Libben and Titone (2009). In the present study, Polish (L1) speakers of Ger-man (L2) and English (L3) read English sentences while their eye movements were monitored. L2-L3 cognates (e.g. blood), L1-L3 ones (e.g. actor) and matched controls (e.g. diary) were embedded in semantically constraining and non-constraining sentences. Preliminary analysis in-dicates that early eye-movement measures (e.g. first fixa-tion duration, gaze duration and skipping), as well as late measures (e.g. go-past time, total reading time) yielded cognate facilitation for both types of cognates, but the facilitation for L2-L3 cognates was weaker than for L1-L3 ones. Furthermore, the facilitation seems to be modulat-ed by semantic context. The results will be discussed in the broader context of models of language processing in bilinguals and multilinguals.

AGNIESZKA LIJEWSKAFaculty of English, Adam Mickiewicz University, Poznań, [email protected]

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Assche, E. Van et al. (2011): “The influence of semantic constraints on bilingual word recognition

during sentence reading.” In: Journal of Memory and Language (64:1), 88-107.

Assche, E. Van et al. (2009): “Does bilingualism change native-language reading? Cognate effects

in a sentence context.” In: Psychological Science (20:8), 923-927.

Duyck, W. et al. (2007): “Visual word recognition by bilinguals in a sentence context: Evidence for

nonselective lexical access.” In: Journal of Experimental Psychology: Learning, Memory, and

Cognition (33:4), 663–679.

Lemhoefer, K. / Dijkstra, T. / Michel, M. (2004): “Three languages, one ECHO: Cognate effects in

trilingual word recognition.” In: Language and Cognitive Processes (19:5), 585-611.

Libben, M.R. / Titone, D.A. (2009): “Bilingual lexical access in context: Evidence from eye move-

ments during reading.” In: Journal of Experimental Psychology: Learning, Memory, and

Cognition (35:2), 381.

Lijewska, A. / Chmiel, A. (2014): “Cognate facilitation in sentence context – Translation produc-

tion by interpreting trainees and non-interpreting trilinguals.” In: International Journal of

Multilingualism, 1-18.

Szubko-Sitarek, W. (2014): Multilingual lexical recognition in the mental lexicon of third language

users. New York: Springer.

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WHAT ROLE DOES GRAMMATICAL COMPLEXITY PLAY IN COGNITIVE PROCESSING? A MULTIVARIATE APPROACH

Research in process-based translation studies is concerned with the unfolding of translations over time and with the variables factoring into the translation process and even-tually the product. Confirmed factors influencing both areas of interest are the translator’s expertise and time pressure (cf. Carl et al. 2011, Hvelplund 2011). Another possible factor influencing the product might be the pro-cessing effort due to grammatical complexity. This study explores the translation of grammatically simple and com-plex stretches of the source text and the changes in the level of grammatical complexity between the original and the corresponding parts of the target text. Furthermore, the results are contrasted to a ‘reading-for-comprehen-sion’ group to establish whether the identified effects are due to general comprehension or translation-related problems. Monolingual processing has been shown to be cognitively less demanding than ‘reading-for-translation’ and remarkably long fixation times on areas of interest during ‘reading-for-comprehension’ may therefore be attributed to comprehension difficulties (cf. Jakobsen & Jensen 2008). Grammatical complexity here is assumed to vary based on whether the same semantic process is

PAULA NIEMIETZRWTH Aachen University, [email protected]

ARNDT HEILMANNRWTH Aachen University, [email protected]

TATIANA SERBINARWTH Aachen University, [email protected]

STELLA NEUMANNRWTH Aachen University, [email protected]

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Alves, F. et al. (2010): “Translation units and grammatical shifts: Towards an integration of

product- and process-based translation research.” In: SChreve, G.M. / Angelone, E. [eds.]:

Translation and Cognition. Amsterdam: Benjamins, 109-142.

Carl, M. / Dragsted, B. / Jakobsen, A.L. (2011): “A taxonomy of human translation styles.” In:

Translation Journal (16:2).

Hvelplund, K.T. (2011): Allocation of cognitive resources in translation: an eye-tracking and

key-logging study. PhD thesis, Copenhagen Business School.

Jakobsen, A.L. / Hvelplund, K.T. (2008): “Eye movement behaviour across four different types of

reading task.” In: Copenhagen Studies in Language (36), 103-124.

Neumann, S. et al. (2010): “Targeting (de-)metaphorisation: Process-based insights.” In: ESFLCW

2010. Koper, Slovenia.

expressed through a clause (simple variant) or a condensed noun phrase (complex variant) (e.g. Alves et al. 2010).

Similarly to the conditions of the Probral-Experiment, two different ver-sions of one source text are used for both tasks (cf. Neumann et al. 2010). Each contains five simple and five complex passages which are counter-balanced in the text versions. These local text modifications increase con-trol over confounding factors, while preserving the ecological validity of the experiment. Subjects of both groups have read the assigned version while only one group has translated the assigned version from English into German (their L1). Gaze movements have been recorded using the remote eye tracker Tobii TX300. The effect of grammatical complexity is tested in a linear regression analysis taking into account a number of predictors.

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AN ACTION-ORIENTED APPROACH TO LINGUISTIC CORPORA IN FOREIGN LANGUAGE TEACHING

Since the advent of communicative approach which fo-cuses primarily on real-life communication acts, present-ing new vocabulary and grammar structures within a giv-en context or theme, language teaching has undergone a pattern shift. The methodology has acquired more in-teractive and sociocultural dimension involving an active attitude of learners toward their own process of learning. It has developed into the action-oriented approach which views learners as social agents: members of society who have to accomplish (not only) linguistic tasks in a wider social context. According to CEFR (2001) language teach-ing/learning should embrace both linguistic activities and sociocultural, pragmatic aspects of interpersonal commu-nication where language is seen as a means to achieve non-linguistic goals. This approach implies more intensive involvement of learners who become conscious of their own needs and internal abilities, they learn by doing, by interacting with other learners (Vygotsky’s theory) and by independent exploring the sociocultural reality of a for-eign language.

In order to achieve such didactic goals, course syllabus-es and materials need to be organized on the basis of authentic texts which reveal patterns of actual language within a sociocultural context. Linguistic corpora can be a significant source of a real use of language, providing learners with linguistic, sociocultural and pragmatic data that allow them to analyze lexical and grammatical struc-tures that occur in given real-life situations. Therefore, they can constitute ideal materials for designing didactic activities which can increase the motivation of learners as well.

The presentation will attempt to show some action-ori-ented didactic solutions concerning the use of linguistic

MARTA KALISKAInstitute of Specialized and Intercultural Communication, Faculty of Applied Linguistics, University of Warsaw, [email protected]

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Burnard, L. / McEnery, T. (2000): Rethinking language pedagogy from a corpus perspective. New

York: Peter Lang.

Council of Europe (2001): Common European framework of reference for languages: Learning,

teaching, assessment. Strasbourg: Council of Europe Publishing.

Hunston, S. (2002): Corpora in applied linguistics. Cambridge: Cambridge University Press.

Janowska, I. (2011): Podejęcie zadaniowe do nauczania I uczenia się języków obcych. Na przykładzie

języka polskiego. Kraków: Universitas.

Lightbown, P. M. / Spada, N. (2006): How languages are learned. Oxford: University Press.

Nunan, D. (2004): Task-based language teaching. Cambridge: Cambridge University Press.

Swain, M. (2011): “Communicative competence. Some roles of comprehensible input and compre-

hensible output in its development.” In: Ortega, L. [ed.]: Second language acquisition. Critical

concepts in linguistics. Volume I. London and New York: Routledge, 139-160.

corpora in designing teaching/learning activities conducive to more ef-fective language acquisition.

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POST-EDITING MACHINE TRANSLATIONMONDAY 21ST13:30 – 14:00ROOM B

ANALYZING THE ROLE OF POSITION IN THE DECISION-MAKING PROCESS OF GERMANS AND BRAZILIANS IN POST-EDITING MP ‘WOHL’

In the attempt to gain information about the transla-tion and decision-making processes in the language pair German/Portuguese this paper presents the results of an experimental study on post-editing the Modal Parti-cle (henceforth MP) wohl into Portuguese and how the position of this element in the sentence affects the deci-sion-making. These are linguistic elements that pose dif-ficulties for translation and post-editing because, besides being directly dependent on the context in which they operate and having an expansive meaning, they have no direct counterpart in Portuguese (SOUZA 2008). Sixteen participants (eight Brazilians and eight Germans) were asked to post-edit distinct machine translation (hence-forth MT) output in Portuguese containing the MP whol in three different positions in the same sentence. Data was collected using the software Translog and a Tobii T60 eye tracker and analysed with a focus on fixation duration in selected areas of interest containing MPs. The results show significant differences between the two groups according to changes in the position of the MPs in the sentence, indicating that the MP may acquire different meanings depending not only on the context, but also on its position in the sentence.

MARCELI AQUINOFederal University of Minas Gerais (UFMG), BrazilLudwig Maximilians University Munich, [email protected]

Abraham, W (1991): “Discourse Particles in German: How does their illocutive force come

about?” In: Abraham, Werner [ed.]: Discourse particles. Descriptive and theoretical investi-

gations on the logical, syntactic, and pragmatic properties of discourse particles in German.

Amsterdam/Philadelphia: Benjamins, 203-252.

Abraham, W. / Leiss, E. (2012): Modality and theory of mind elements across languages. Berlin:

De Gruyter Mouton.

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Abraham, W. (2000): “Modal particles in German: Word classification and legacy beyond

grammaticalisation.”In: Vogel, P. M. / Comrie B. [eds.]: Approaches to the typology of word

classes. Berlin: de Gruyter, 321-350.

Abraham, W. / Leiss, E. [eds.] (2014): Modes of modality: Modality, typology, and universal gram-

mar. Amsterdam: John Benjamins.

Alves, F. (2003): “Tradução, cognição e contextualização: triangulando a interface processo pro-

duto no desempenho de tradutores novos.” In: D.E.L.T.A. (19), 71-108.

Aquino, M. (2012): A função dinâmica das partículas modais alemãs doch e ja no ensino de

línguas. Dissertação de mestrado FALE/UFMG. Belo Horizonte.

Gutt, E. A. (1991): Translation and relevance: Cognition and context. Cambridge: Blackwell.

(edição revista e aumentada – Manchester: St. Jerome)

Gutt, E. A. (20002): Translation and relevance: cognition and context. Manchester: St.

Jerome.

Heringer, H. J. (1988): Lesen, lehren, lernen: Eine rezeptive Grammatik des Deutschen. Tübingen:

Max Niemeyer Verlag.

Jakobsen, A. L. / Schou, L. (1999): “Translog documentation, version 1.0.” In: Hansen, G. [ed.]:

Probing the process of translation: Methods and results. Copenhagen: Samfundslitteratur,

1-36.

Klinge, A. (1996): “The Impact of Context on Modal Meaning in English and Danish.” In: Nordic

Journal of Linguistics (19), 35-54.

Königs, F. G. (1987): “Was beim Übersetzen passiert. Theoretische Aspekte, empirische Befunde

und praktische Konsequenzen.” In: Die Neueren Sprachen (86:2),162-185.

Krings, H. P. (1986): “Translation problems and translation strategies of advanced German learn-

ers of French.” In: House, J. / Blum-Kulka, S. [eds.]: Interlingual and intercultural communica-

tion. Tübingen: Gunter Narr, 263-75.

Leiss, E. (2008): “The silent and aspect-driven patterns of deonticity and epistemicity: A chapter in

diachronic typology.” In: Abraham, W. / Leiss, E. [eds.]: Modality-aspect interfaces: Implica-

tions and typological solutions. Amsterdam: John Benjamins, 15-42.

Leiss, E. (2012): “Epistemicity, evidentiality, and Theory of Mind (ToM).” In: Trends in Linguistic

Studies and Monographs (243), 37-66. Societas Linguistica Europaea; Modality and theory

of mind: elements across languagues. Berlin: De Gruyter Mounton.

Lindner (1991): “‘Wir sind ja doch alte Bekannte’. The use of German ja and doch as modal parti-

cles.” In: Discourse Particles.

Möllerin, M. (2003): “Teaching German modal particles: a corpus-based approach.” In: Language,

Learning & Technology. Sydney.

Neves, M. (1996): “A modalidade.” In: Koch, I. [ed.]: Gramática do português falado. v. VI.

Desenvolvimentos. Campinas: Ed. Da UNICAMP/FAPESP.

Souza, M. (2008): Funções comunicativas de partículas modais alemãs em foruns de discussão na

internet. Dissertação de mestrado – FFLCH/USP, São Paulo.

Schenner, M. / Sode, F. (2014): “Modal Particles in casual clauses: the case of Germal weil wohl.”

In: Abraham, W. / Leiss, E. [eds.]: Modes of modality: modality, typology, and universal gram-

mar. Amsterdam: John Benjamins, 291-315.

Sperber, D. / Wilson, D. (19952): Relevance: Communication and cognition. Oxford: Blackwell.

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POST-EDITING MACHINE TRANSLATIONMONDAY 21ST14:00 – 14:30ROOM B

POST-EDITING MACHINE TRANSLATION OUTPUT: BLESSING OR BURDEN FOR THE TRANSLATOR?

Post-editing (PE) – editing machine translation output to improve the quality of the target text – is a quite new field in translation studies. On the one hand the quality and spread of machine translation systems increase, on the other hand technical development and globalization con-tinue to raise the need for translations. Therefore, organi-zations increasingly make use of machine translation (MT) to improve efficiency and cost-effectiveness. To be able to train translators for the new task, it becomes necessary to understand the process of PE.

In a series of experiments, 24 translators (twelve profes-sionals and twelve semi-professionals) produced trans-lations from scratch, post-edited and monolingually post-edited MT output. Altogether, the translators had to work on six texts (two texts per task). For the (monolin-gual) post-editing tasks, the texts were pre-translated by Google Translate. These translation and editing sessions were recorded with an eye-tracker (Tobii TX300) and a keylogging program (Translog II). Further, the participants had to fill out questionnaires before and after the experi-ments. With this data-triangulation the processes can be analysed.

Using MT output for translation tasks should provide ad-vantages in efficiency and reduce research effort. In the study at hand, the research effort was compared between post-edited texts and translations from scratch to indicate whether the MT output supported the translator. There-fore, lexical units and syntactical structures were investi-gated on the following parameters: quality (MT output/target text solution), duration of unit production time (Dur), and total gaze time on source text/target text unit (TrtS/TrtT).

JEAN NITZKEFTSK Germersheim, Johannes Gutenberg University of Mainz, [email protected]

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32TRANSLATIONTUESDAY 22ND09:30 – 10:00ROOM A

SIMPLIFICATION IN TRANSLATION AND PARAPHRASING – COMBINING CORPUS LINGUISTICS, KEY-LOGGING AND EYETRACKING RESEARCH

This paper investigates stylistic simplification, a frequent-ly hypothesised translation universal which, involves, among others, breaking up long sentences in the process of translation (Laviosa-Braithwaite 2001). One of the pa-rameters commonly used in the investigations of simpli-fication in translations is the average sentence length. It was first applied by Laviosa (1998), who found that the average sentence length was lower in English translations of newspaper articles when compared to native English articles. Grabowski’s (2012) investigation of the corpus of Polish literary translations yielded similar results. In the present study we focus on sentence length to establish

a) whether the tendency to stylistic simplification is equal-ly present in the products of translation and paraphrasing,

b) at what stages of the translation and paraphrasing pro-cesses simplification tends to occur,

c) whether the decision to split or join a sentence is car-ried out with or without consulting the source text.

The drawback of many corpus-based approaches to translation is that they do not account for the process of translation (Alves – Couto Vale 2011). This is why in the reported study carried out within the ParaTrans project we

BOGUSŁAWA WHYATTAdam Mickiewicz University, Poznan, [email protected]

MARTA KAJZER-WIETRZNYAdam Mickiewicz University, Poznan, [email protected]

KATARZYNA STACHOWIAKAdam Mickiewicz University, Poznan, [email protected]

33

attempt to combine product and process research into simplification by complementing corpus-based method with the analysis of key-logging and eye-tracking data.

Corpus-based method allows us to investigate the tendency to stylis-tic simplification in the products of translation and paraphrasing and to identify the authors of translations and paraphrases who tend to use es-pecially short sentences and those who use longer ones. The two groups of subjects, which include professional translators and translation train-ees, allow us to see whether the tendencies observed in both experimen-tal tasks concerning simplification are dependent on the level of transla-tion experience. Their translation/ paraphrasing process is analysed and compared based on key-logging and eye-tracking data.

34TRANSLATIONTUESDAY 22ND10:00 – 10:30ROOM A

THE USEFULNESS OF EYETRACKING DATA IN ASSESSING THE COGNITIVE ERGONOMICS OF TRANSLATION

The increasingly important role of human-computer inter-action and language technology at the modern transla-tion workplace has brought ergonomic issues and the de-sign of translation aids to the forefront (cf. O’Brien 2012; Moorkens & O’Brien 2013; Ehrensberger-Dow & Massey 2014). In such settings, translators are subject to tempo-ral and informational constraints that can be mitigated or accentuated by good and poor cognitive ergonomics, respectively. In the research reported here, an ergonomic framework encompassing physical, cognitive, and organi-zational aspects of the workplace has been used to gain insights into the situated activity of translation. Based on observations at professional translators’ workplaces as well as exploratory survey results (cf. Ehrensberger-Dow & O’Brien 2015), we designed eyetracking experiments to test computer settings that seemed to have had an influ-ence on cognitive processing. The quantitative eyetracking data from professionals and MA students have been tri-angulated with data from their retrospective verbalizations prompted by animated gaze plots and compared with re-sults from a large international survey into the ergonomics of the translation workplace. Implications for tool design, drafting/revision procedures, and translator training will be discussed.

PETER JUDInstitute of Translation and Interpreting, Zurich University of Applied Sciences, Switzerland

[email protected]

MAUREEN EHRENSBERGER-DOWInstitute of Translation and Interpreting, Zurich University of Applied Sciences, Switzerland

[email protected]

GARY MASSEYInstitute of Translation and Interpreting, Zurich University of Applied Sciences, Switzerland

[email protected]

35

Ehrensberger-Dow, M. / Massey, G. (2014): “Cognitive ergonomic issues in professional transla-

tion.” In: Schwieter, J.W. / Ferreira, A. [eds.]: The development of translation competence:

Theories and methodologies from psycholinguistics and cognitive science. Newcastle upon

Tyne: Cambridge Scholars Publishing, 58-86.

Ehrensberger-Dow, M. / O’Brien, S. (Forthcoming/2015): “Ergonomics of the translation work-

place: Potential for cognitive friction.” In: Alves, F. / Hurtado, A. / Lacruz, I. [eds.]: Translation

Spaces, Special Issue.

Moorkens, J. / O’Brien, S. (2013): “User attitudes to the post-editing interface.” In: Proceedings of

MT Summit XIV Workshop on Post-editing Technology and Practice (WPTP-2), Nice, France,

19-25.

O’Brien, S. (2012): “Translation as human-computer interaction.” In: Translation Spaces (1), 101-

122.

36

SUBTITLINGTUESDAY 22ND9:00 – 9:30ROOM B

LOST IN SIGN LANGUAGE INTERPRETATION – AN EYETRACKING STUDY ON THE VISUAL ATTENTION OF HEARING-IMPAIRED RECIPIENTS

With respect to the reception of television as an audio-vi-sual medium, deaf people can only access the visual channel. To cover their right of barrier-free access to in-formation, most broadcasting stations provide subtitling for deaf and hearing-impaired people. For a considerable part of the deaf community, however, the written and spoken German language is a foreign language, because German sign language is their native language. If it comes to sign language, the range of German TV programmes is not very broad. However, there is a station called PHOE-NIX that broadcasts the regular German news programme “Tagesschau” with a sign language interpreter displayed at the right-hand side of the screen.

Since the news is a very compact and concise format, de-signed to present a high density of information in a short time supported by audio-visual supplementary such as, diagrams, graphs, pictures, short movies, and interviews, this paper deals with the question on how the target group copes with a setup that is originally designed for hearing people. How is their gaze behaviour with respect to spatial-visual attention during perception, do they de-velop certain patterns or strategies to register the above mentioned additional information items and if yes, can specific triggers for these shifts of attention be identified?

First results from this eyetracking pilot study conducted with six participants with different degrees of hearing impairment at the FTSK Germersheim indicate that this news design seems to produce an information overload. Furthermore, certain strategies to cope with this overload can be identified and finally, the positioning of the sign language interpreter at the periphery of the screen is in-

SILKE GUTERMUTHFTSK Germersheim, Johannes Gutenberg University of Mainz, [email protected]

37

Bavelier, Dd. / Dye, M.W.G. / Hauser, P.C. (2006): “Do deaf individuals see better?” In: TRENDS in

Cognitive Science (10:11). Amsterdam: Elsevier, 512-518.

Grbić, N. (1998): “Gebärdensprachdolmetschen.” In: Snell-Hornby, M. et al. [eds.]: Handbuch

Translation. Tübingen: Stauffenburg, 321-324.

Kocher, U. (1999): Gehörlose und die audiovisuellen Medien. Gebärdensprachdolmetschen im

Fernsehen. Universität Graz: Diplomarbeit.

Pannasch, S.(1999): Beeinflussung von Blickstrategien durch räumliche/verbale Nebenaufgaben

beim Autofahren. Diplomarbeit Technische Universität Dresden, Fakultät für Naturwissen-

schaften und Mathematik, Fachrichtung Psychologie.

Prillwitz, S. (2001): Angebote für Gehörlose im Fernsehen und ihre Rezeption. Unabhängige

Landesanstalt für das Rundfunkwesen (ULR). Kiel: Schmidt & Klaunig.

Yantis, S. / Jonides, J. (1990): “Abrupt visual onsets and selective attention: Voluntary versus

automatic allocation.” In: Journal of Experimental Psychology: Human Perception and Perfor-

mance (16:1), 96-1523.

sufficient. On this basis, hypotheses for empirical investigations yielding in recommendations for a more convenient news design for this special target group can be formulated.

38SUBTITLINGTUESDAY 22ND09:30 – 10:00ROOM B

READING SUBTITLES ACROSS DEVICES. A STUDY INTO THE DIFFERENCES IN READING PATTERNS OF PEOPLE WATCHING SUBTITLED VIDEOS ON SMARTPHONE, TABLET AND COMPUTER SCREEN

Over the past few years fast technological development has given birth to mobile devices, such as smartphones and tablets. A new type of television has also emerged: hybrid broadband TV (HBBTV), which combines two types of signal: TV broadcast and IP. HBBTV makes it possible for people to watch television on their TV set while si-multaneously using other synchronized services, such as subtitling, on a secondary service like a smartphone or tablet. At the same time, video on demand services have become the preferred way for youngsters to watch televi-sion, setting aside the TV boxes and consuming the con-tent produced by broadcasters whenever and wherever they want.

In this study, which is part of a larger EU-funded project on HBBTV, we examine potential differences in compre-hension, preference and reading patterns of subtitled videos across three types of devices: iPhone, iPad and computer monitor. So far a number of research studies focused on the way subtitles are read on traditional mon-itors on different groups of subjects (d’Ydewalle et al. 1987; d’Ydewalle & Gielen 1992; d’Ydewalle & Bruycker; Jensema 2000; Krejtz et al. 2013; Kruger et al. 2015; Per-ego et al. 2010; Rajendran et al. 2013; Szarkowska et al.

AGNIESZKA SZARKOWSKAInstitute of Applied Linguistics, University of Warsaw, [email protected]

ANDREU OLIVER MORENOUniversitat Autonoma de Barcelona, [email protected]

MONIKA LASKOWSKAInstitute of Applied Linguistics, University of Warsaw, [email protected]

39d’Ydewalle, G. / Gielen, I. (1992): “Attention allocation with overlapping sound, image, and text.”

In: Rayner, K. [ed.]: Eye movements and visual cognition: Scene perception and reading. New

York: Springer-Verlag, 415-427.

d’Ydewalle, G. / de Bruycker, W. (2007): “Eye movements of children and adults while reading

television subtitles.” In: European Psychologist (12), 196-205.

d’Ydewalle, G. / van Rensbergen, J. / Pollet, J. (1987): “Reading a message when the same mes-

sage is available auditorily in another language: The case of subtitling.” In: O’Reagan, J.K. &

Schoen, L. [eds.]: Eye movements: From physiology to cognition. Amsterdam: Elsevier Science

Publishers B.V. (North-Holland), 313-321.

Jensema, C. (2000): “Eye movement patterns of captioned TV viewers.” In: American Annals of the

Deaf (145:3), 275-285.

Krejtz, I. / Szarkowska, A. / Krejtz, K. (2013): “The effects of shot changes on eye movements in

subtitling.” In: Journal of Eye Movement Research (6:5), 1-12.

Kruger, J.-L. / Szarkowska, A. /Krejtz, I. (2015): “Subtitles on the moving image: an overview of eye

tracking studies.” In: Refractory (25).

Oliver, A. et al. (2014): Subtitle reading across devices. A presentation at the “Languages and the

Media” conference, Berlin.

Perego, E. et al. (2010): “The cognitive effectiveness of subtitle processing.” In: Media Psychology

(13:3), 243-272.

Rajendran, D. et al. (2013): “Effects of text chunking on subtitling: A quantitative and qualitative

examination.” In: Perspectives: Studies in Translatology (21:1), 5-31.

Szarkowska, A. et al. (2011): “Verbatim, standard, or edited? Reading patterns of different cap-

tioning styles among deaf, hard of hearing, and hearing viewers.” In: American Annals of the

Deaf (156:4), 363-378.

2011). We are not aware, however, of any eyetracking studies comparing the way subtitles are read on different types of screens. This study aims to bridge this gap by comparing a number of indirect and direct measures. The indirect measures used here are visual recall test, textual compre-hension and preference questionnaires on reading subtitles on different devices. The direct measures are eyetracking metrics, such as fixation count and duration. The combination of those measures will allow us to uncover potential differences in how subtitled videos are processed on different devices.

40

SUBTITLINGTUESDAY 22ND10:30 – 11:00ROOM B

EXPLORING THE RECEPTION OF (NON)PROFESSIONAL SUBTITLING USING EYE TRACKING

Non-professional subtitling has become an impressively active practice of translation. Research has shown that non-professional subtitles do not intrinsically exhibit low-er quality than processional subtitling, it rather depends on an array of specific circumstances that surround the production of this type of subtitles. However, we are yet to explore the effects of non-professional subtitles on viewers. In a study in Spain, a group of young partici-pants (N=52, mean age: 21.4 years) with different levels of proficiency English were shown three clips with inter-lingual subtitles. The three excerpts were taken from a TV series and the participants watched each one with one of three different subtitles: one professional and two dif-ferent non-professional versions. Of the two non-profes-sional versions, one was Iberian and the other one was Latin-American. Eye-tracking, interviews and question-naires were used to collect the data. The results from the eye-tracking data and the interviews indicate the type of subtitle does not affect the reception of the audiovisual product. There are differences in the number of atten-tion shifts, indicating that the spotting of non-profes-sional subtitles does affect the subtitle-reading process. Additionally, the reception capacity scores produced sur-prising results: while the scores for the professional and Latin-American non-professional versions are similar, the Iberian non-professional, which uses a language variation that is closer to the participants, produced lower scores. This difference was found to be more prominent in the answers related to verbal attention. The participants were not able to tell the professional from the non-profession-al subtitles; however their opinions on non-professional subtitling, based on their experience, are mostly negative.

DAVID ORREGO-CARMONAUniversitat Rovira i Virgili, Tarragona, [email protected]

41

The findings point at the range of variation in non-professional subti-tles and the similarities in reception of professional and non-professional subtitles. On this basis, hypotheses for empirical investigations yielding in recommendations for a more convenient news design for this special target group can be formulated.

42

TRANSLATION PROCESS & COMPETENCESTUESDAY 22ND11:00 – 11:30ROOM A

AS EYETRACKING RESEARCH PROCEEDS IN TRANSLATION STUDIES – WHAT ABOUT MODELING COMPETENCIES?

Eyetracking is surely one of the most promising approaches to examine the translator action and performance during the translation task. Although there have been some ap-proaches towards the modeling of the translation process and the question of competence (cf. Grucza 2013) within the field, we are still missing a general model of the trans-lation process and a validated set of translator competen-cies in an appropriate competence model. Especially the terms competence and competencies are used in many different variations and the definition of competences often is rather vague (cf. Gruscza 2013:18). In transla-tion process research, competencies are also only defined as strategies to solve translation problems within in the core process of translation on a macro-level (cf. Göpferich 2008; PACTE 2011) with a strong focus on certain specif-ic aspects of the translation process – nowadays in close connection with employability and the market readiness of the educated translator (cf. Gambier 2009). The result is a hybridiziation of subject-specific competencies and generic competencies only focusing on the final product of the process of translator education. On the other hand, a single general consensus definition of content, for ex-ample, in terms of the specific competencies that have to be acquired during translator education and which are ei-ther part of the larger realm of translation studies or sup-plied by the wide range of other academic fields that are related to translation studies, remains elusive. This leads to a very wide definition of “translation competences” and an output and performance orientation while investi-gating the translation process. With eyetracking generat-ing data during the translation process, examining specif-ic translation problems and recording the usage of certain competencies (e. g. text analysis, proof reading), proper

SASCHA HOFMANNFTSK Germersheim, Johannes Gutenberg University of Mainz, [email protected]

43

Göpferich, S. (2008): Translationsprozessforschung, Stand – Methoden – Perspektiven. Translation-

swissenschaft 4. Tübingen: Narr.

Kiraly, D. (2000): A social constructivist approach to translator education. Empowerment from the-

ory to practice. Manchester: St. Jerome Publishing.

Grucza, S. (2013): “Heat maps, gaze plots … and what next? The access to translation competenc-

es and translation process.” In: Grucza, S. / Pluzyca, M. / Zajac, J. [eds.]: Translation studies and

eye-tracking analysis. Frankfurt: Peter Lang, 15-33.

PACTE (2011): “Results of the validation of the PACTE translation competence model: Translation

problems and translation competence.” In: Alvstad, C. / Hild, A. / Tiselius, E. [eds.]: Methods

and strategies of process research: Integrative approaches in translation studies. Amsterdam:

John Benjamins, 317-343.

Blömeke, S. / Zlatkin-Troitschanskaia, O. [eds.] (2013): The German funding initiative “Modeling

and Measuring Competencies in Higher Education”: 23 Research projects on engineering,

eco- nomics and social sciences, education and generic skills of higher education students

(KoKoHs Working Papers, 3). Berlin/Mainz: Humboldt University & Johannes Gutenberg Uni-

versity.

Gambier, Y. (2009): Competences for professional translators, experts in multilingual and mul-

timedia communication. [online] European Commission. Available from: http://ec.europa.

eu/dgs/translation/programmes/emt/key_documents/emt_competences_translators_en.pdf

[12.03.2015].

modeling is inevitable. Given the lack of content on the micro level, this paper proposes the design of a general translation competence model that discusses modeling and measuring translation competencies of the translation process as a foundation to perform eyetracking research.

44


‘ADVANCED TRANSLATION’: A METHOD APPLIED TO TACKLE COMPREHENSIBILITY AND TRANSLATABILITY PROBLEMS IN THE SOURCE QUESTIONNAIRE OF A CROSS-NATIONAL SURVEY

In cross-cultural surveys, typically an English source ques-tionnaire is translated into various target language ver-sions. For doing so, the translatability and comprehensi-bility of the source questionnaire matters substantially for the later translation results.

The European Social Survey (ESS) is a biannual social sci-ences survey fielded in 25+ countries since 2002. Since 2009, it has carried out systematic ‘advance translations’ in order to be able to detect such problems before final-ising the source text. The findings are fed back to the source questionnaire developers and considered when finalising the source text.

To test the usefulness of this advance translation method, the author organised a series of Think-Aloud sessions in 2014: Both, the versions before and after the advance translation were translated by experienced questionnaire translators into French and German, and these test trans-lators were asked to think aloud while doing so.

The purpose of this Think-aloud study was to (a) check the reproducibility of the findings from the advance trans-lations, and (b) to see whether the versions incorporating the advance translations comments are indeed more apt for translating than the pre-advance translation.

The paper will briefly describe the method of advance translation as well as the set-up of the Think-aloud ex-periments. Some exemplary results from the Think-Aloud study will be presented: specific questionnaire items will be looked at where (a) comprehensibility and translatabil-

BRITA DORERGESIS – Leibniz-Institute for the Social Sciences, Mannheim, [email protected]

45

Dorer, Brita. (2015): “Carrying out ‘advance translations’ to detect comprehensibility problems

in a source questionnaire of a cross-national survey.” In: Maksymski, K. / Gutermuth, S. /

Hansen-Schirra, S. [eds.]: Translation and Comprehensibility. TransÜD Arbeiten zur Theorie

und Praxis des Übersetzens und Dolmetschens 72. Berlin: Frank & Timme.

ity had been found to be problematic in the advance translations, and (b) where the translators, during the Think-aloud sessions, confirmed the usefulness of this method for enhancing the source text’s translatability.

RESEARCH AREAS

Translation process research, Comprehensibility studies, Translatability

46


COGNITIVE PROCESSES IN TRANSLATION: THE ROLE OF READING?

According to Black (1999) empirical research is carried out in a cyclic way: approaching a research area bottom-up, data lead to interpretations and ideally to the abstraction of laws, on the basis of which a theory can be derived. Deductive research is based on a theory, on the basis of which hypotheses can be formulated and tested against the background of empirical data. From a methodological point of view, using empirical methods for the investiga-tion of models on cognitive translation processes has been an issue for quite some time with a surge of research over the last two decades. However, it is not always an easy step to systematically operationalize a translation model or theory in terms of testable variables, i.e. measurable contents of a theory or a model.

In this paper, we argue that eye-tracking is a straight-forward method for the operationalization of reading and attentional processes in translation. On the basis of empirical data, we will show how translation influences reading depending on the reading task (supporting find-ings by Jakobsen & Jensen 2008). We show that transla-tional reading is a competence which evolves according to the degree of expertise. Furthermore, we investigate which processes take place simultaneously to the reading processes and how this affects translation strategies. Fi-nally, these findings will be related to existing translation competence (e.g. PACTE 2014) and process models (e.g. Krings 2005) and it will be discussed how empirical data can be integrated in such a way that they result in a ben-efit for existing models or theories.

SILVIA HANSEN-SCHIRRAFTSK Germersheim, Johannes Gutenberg University of Mainz, [email protected]

47

Black, T. R. (1999): Doing quantitative research in the social sciences: An integrated approach to

research design, measurement and statistics. University of Michigan: SAGE.

Jakobsen, A.L. / Jensen, K.T.H. (2008): ”Eye movement behaviour across four different types of

reading task.“ In: Göpferich, Susanne / Jakobsen, A.L. / Mees, I.M. [eds.]: Looking at eyes.

Eye-tracking studies of reading and translation processing. Kopenhagen: Samfundslitteratur,

103-124.

Krings, H.P. (2005): “Wege ins Labyrinth – Fragestellungen und Methoden der Übersetzungsproz-

essforschung im Überblick.” In: Meta (50:2), 342-358.

PACTE (2014): “First results of PACTE group’s experimental research on translation competence

acquisition: The acquisition of declarative knowledge of translation.” In: MonTI. Monografías

de Traducción e Interpretación (special issue 1), 85-115.

48

INTERPRETINGTUESDAY 22ND11:00 – 11:30ROOM B

SYNTACTIC PROCESSING IN SIGHT TRANSLATION BY PROFESSIONAL AND TRAINEE INTERPETERS – AN EYETRACKING STUDY

Eye-tracking offers a great opportunity to tap into syntac-tic processing performed by conference interpreters while sight translating (i.e. reading the source text aloud in the target language). Previous eye-tracking studies on sight translation have compared it to written translation (Ja-kobsen and Jensen 2009, Shreve et al. 2010) or focused on differences between professionals and interpreting trainees (Chmiel and Mazur 2013).

Our eye-tracking study involved two groups of partici-pants: professional interpreters and interpreter trainees who sight translated sentences from their B language (English) into their A language (Polish). The sentenc-es (taken from Macizo and Bajo 2004) included either subject relative clauses (e.g. The banker that recognised the teacher approved the loan) or object relative clauses (e.g. The banker that the teacher recognised approved the loan) with manipulated pragmatic cues i.e. the main clause verb was either pragmatically biased or unbiased (e.g. the banker approved the loan vs. the banker climbed the mountain). Parsing, and more specifically role as-signment, is more difficult in object relative sentences as compared to subject relative sentences (see Gordon et al. 2006). The production of translation of such sentences into Polish also requires more processing as the relative pronoun has to be inflected and cannot be used in the nominative. We wanted to see if and to what extent the syntactic structure slows down processing by profession-al conference interpreters and trainees and if pragmat-ic cues are used to facilitate processing. In the study we

AGNIESZKA CHMIELDepartment of Translation Studies, Adam Mickiewicz University, Poznan, [email protected]

AGNIESZKA LIJEWSKADepartment of Psycholinguistic Studies, Adam Mickiewicz University, Poznan, [email protected]

49

Chmiel, A. / Mazur, I. (2013): “Eye tracking sight translation performed by trainee interpreters.” In:

Way, C. et al. [eds.]: Tracks and treks in translation studies. Amsterdam/Philadelphia: Benja-

mins, 189-205.

Clifton Jr., C. / Staub, A. (2011): “Syntactic influences on eye movements during reading.” In:

Liversedge, S.P. / Gilchrist, I.D. / Everling, S. [eds.]: The Oxford handbook of eye movements.

Oxford, UK: Oxford University Press, 895-910.

Gordon, P. C. et al. (2006): “Similarity-based interference during language comprehension: Evi-

dence from eye tracking during reading.”In: Journal of Experimental Psychology: Learning,

Memory, and Cognition (32:6), 1304-1321.

Jakobsen, A.L. / Jensen, K. (2009): “Eye movement behaviour across four different types of reading

task.” In: Göpferich, S. / Jakobsen, A.L. / Mees, I. [eds.]: Looking at eyes – Eye tracking studies

of reading and translation processing. Copenhagen: Samfundslitteratur, 103-124.

recoded verbal responses given by our participants as well as their eye movement data. Preliminary analyses of go-past time and regression path durations known to reflect processing difficulties (e.g. Clifton and Staub 2012) seem to suggest that professional interpreters process object-rel-ative clauses faster than trainees. Additionally, professionals appear to quickly learn to apply translation strategies (such as reformulation) to troublesome syntactic structures. In contrast, pragmatic bias does not seem to speed up processing in L2-L1 sight translation (which is in line with Macizo and Bajo 2004). The study hopes to provide more insight into the characteristics of reading and processing patterns applied by interpreters in sight translation.

50


THE VISUAL OR THE AURAL: WHICH MODALITY IS DOMINANT IN SIMULTANEOUS INTERPRETING?

Simultaneous interpreting (SI) is commonly believed to be one of the most cognitively demanding language tasks as it involves self-monitoring, memory skills, verbal flu-ency and concurrent listening and production (Gile 1995; Christoffels and de Groot 2005; Seeber 2011). Many in-terpreters claim that visual input may facilitate the process of simultaneous interpretation. Access to visual materials containing information from the speech may reduce the cognitive overload experienced by interpreters as some data do not have to be stored in their working memory. Although this logic is convincing, there are some dangers related to the common practice of using visual materi-als in interpreting. It might transpire that access to visu-al materials generates additional load on the part of the interpreter since they must constantly verify whether the information provided in the materials is reflected in the speaker’s words.

The main objective of the experimental study was to in-vestigate the notion of (over)reliance on visual materials in SI and its impact on interpreting quality. Two groups (professional interpreters and interpreting trainees) took part in the experiment in which they interpreted two speeches simultaneously, both accompanied with slides. The authors introduced erroneous information (proper names, numerical data and definitions) into one set of visual materials whereas the latter was left unchanged. The participants’ eye movements when reading slides were recorded by means of an Eye Link 1000+ eye tracker, and the gaze data were correlated with the interpreting

PAWEŁ KORPALAdam Mickiewicz University, Poznan, [email protected]

KATARZYNA STACHOWIAKAdam Mickiewicz University, Poznan, [email protected]

51

Christoffels, I. / de Groot, A. (2005): “Simultaneous interpreting: A cognitive perspective.” In: Kroll,

J.F. / de Groot, A. [eds.]: Handbook of bilingualism: Psycholinguistic approaches. New York:

Oxford University Press, 454-479.

Gile, D. (1995): Basic concepts and models for interpreter and translator training. Amsterdam: John

Benjamins.

Seeber, K. (2011): “Cognitive load in simultaneous interpreting: Existing theories, new models.” In:

Interpreting (13:2), 19-37.

quality. The results manifested that professionals provided more accurate interpretations than trainees when dealing with erroneous information presented to them and they were able to confront visual input with the aural one. Gaze data compared across the participants revealed shared coping strategies when dealing with erroneous information and multi-modal processing.

52


AN EYETRACKING STUDY ON THE EYE-VOICE SPAN IN ENGLISH-CHINESE SIGHT TRANSLATION

This research aims at investigating the eye-voice span in processing metaphorical expressions (ME) when interpret-ers carry out English-to-Chinese sight translation (STR) tasks. All the participants in this study are novice inter-preters with no professional interpreting or sight trans-lation experience. They are Chinese students studying translation in a UK university. The participants were asked to sight translate four pages of source text presented on PowerPoint slides, with each one of them being displayed for 40 seconds. Their performances were collected by To-bii eye-tracker and audio recorder, and then analyzed in both quantitative and qualitative ways. Our findings re-veal that an overlap between the reading of new informa-tion and oral production is a common phenomenon in the process of sight translating MEs. Firstly, the majority of the pause time was devoted to reading and processing MEs. Secondly, the planning step was proven to take place pri-or to the pause preceding the targeted metaphorical ex-pression, as every participant had a certain degree of ‘ear-ly time investment’ when sight translating MEs. Thirdly, as a follow-up research of Zheng and Xiang (2013, 2014), this research strives to testify the validity of their method in calculating the processing time of MEs. Therefore the rate of prediction error of the previously adopted method is also calculated.

KEYWORDS

sight translation, metaphorical expression, eye-voice span, processing time, eye-tracking

HAO ZHOUDurham University, United [email protected]

BINGHAN ZHENGDurham University, United [email protected]

53

54


PROCESSING MULTI-MODAL INPUT: WHAT SIMULTANEOUS INTERPRETERS LOOK AT

Professional interpreters are routinely confronted with a wide range of input channels as content at conferences is delivered using multimedia devices such as slide pre-sentations, animated videos and video prompters. Con-sequently, simultaneous interpreting can be viewed as a multi-modal information-processing task requiring the allocation of finite cognitive resources to different sub-tasks that interfere with each other to varying extents (Wickens 1984, 2002, Seeber 2007, 2011). Against this background, simultaneous interpreting with text, a task whereby interpreters have access to the manuscript of the speech, is of particular interest as it gives interpret-ers access to the same information unfolding at differ-ent speeds on two different channels. While the written discourse is immediately accessible in its entirety (within physical limits) through the visual channel, the spoken discourse unfolds over time and only becomes available incrementally at a speed imposed by the speaker. Owing to the obligation to check against delivery, however, in-terpreters most likely tend to both channels at different times. Following first experimental evidence suggesting that eye tracking is a suitable method to assess the ex-tent to which interpreters actually rely on visual input in a multi-modal processing task like simultaneous interpret-ing (see Seeber 2012), I will present the methodology and results of an experiment aimed at exploring interpreters’ eye gaze during simultaneous interpreting with text.

KILIAN SEEBERFTI, University of Geneva, [email protected]

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