[New publication] Yan, Jackie Xiu , Jun Pan and Honghua Wang (2018) Research on Translator and Interpreter Training – A Collective Volume of Bibliometric Reviews and Empirical Studies on Learners

Research on Translator and Interpreter Training: A Collective Volume of Bibliometric Reviews and Empirical Studies on Learners

Jackie Xiu Yan, Jun Pan, Honghua Wang

 

Link to the website: https://link.springer.com/book/10.1007/978-981-10-6958-1#toc

About this book: This book comprehensively examines the development of translator and interpreter training using bibliometric reviews of the state of the field and empirical studies on classroom practice. It starts by introducing databases in bibliometric reviews and presents a detailed account of the reasons behind the project and its objectives as well as a description of the methods of constructing databases. The introduction is followed by full-scale review studies on various aspects of translator and interpreter training, providing not only an overall picture of the research themes and methods, but also valuable information on active authors, institutions and countries in the subfields of translator training, interpreter training, and translator and interpreter training in general. The book also compares publications from different subfields of research, regions and journals to show the special features within this discipline. Further, it provides a series of empirical studies conducted by the authors, covering a wide array of topics in translator and interpreter training, with an emphasis on learner factors.
This collective volume, with its unique perspective on bibliometric data and empirical studies, highlights the latest development in the field of translator and interpreter training research. The findings presented will help researchers, trainers and practitioners to reflect on the important issues in the discipline and find possible new directions for future research.

About the authorsDr. Jackie Xiu Yan is an associate professor at the Department of Linguistics and Translation at City University of Hong Kong. She received her PhD and MEd from the University of Texas at Austin, and her BA from Shanghai International Studies University.  Her research interests include social and affective factors in translation and language learning, corpus-based analysis of translation studies, as well as classical Chinese translation and interpretation. She has published widely in the fields of translation studies and applied linguistics. She is also a dedicated editor of a series of translation books and one of the contributing editors of the Chinese-English Dictionary by Fudan University Press published in 2015.
Dr. Jun Pan is an assistant professor in the Translation Programme at Hong Kong Baptist University. Holding a BA (Hons) from Jiangsu University, MA from Shanghai International Studies University and PhD from City University of Hong Kong, she is an experienced conference interpreter and interpreter trainer, and has been researching in interpreting and translation for many years. Her research interests include learner factors in interpreter training, professionalism in interpreting and corpus-based interpreting studies. She has published widely in internationally refereed journals such as the Interpreter and Translator Trainer, and Perspectives:Studies in Translatology.
Dr. Honghua Wang is an assistant professor at the School of Translation at Hang Seng Management College. She has a PhD in Translation Studies from City University of Hong Kong, MA in Foreign Linguistics and Applied Linguistics from Jiangsu University and BA in English from Jiangsu University of Science and Technology. Her research interests include interpreter and translator training, gender and translation and second language acquisition. She has many years of teaching experience and has published widely in internationally renowned journals.

Contents:

1 Introduction …………………………………… 1
References …………………………………….. 7
Part I Research on Translator and Interpreter Training:
Bibliometric Reviews
2 Studies on Translator and Interpreter Training:
A Data-Driven Review of Journal Articles 2000–12 ………… 11
2.1 Introduction ……………………………….. 11
2.2 The Study ………………………………… 12
2.2.1 Database Construction …………………… 12
2.2.2 Data Analysis…………………………. 13
2.3 Results …………………………………… 15
2.3.1 Basic Statistics ………………………… 15
2.3.2 Distribution of Research Themes and Research
Methods ……………………………. 17
2.3.3 Authorship and Geographic Distribution of the
Articles …………………………….. 23
2.4 Discussion: Current Trends and Future Directions……….. 28
2.5 Conclusion ………………………………… 32
Appendix 1: A Sample Data Entry in the
Access File …………………………… 33
Appendix 2: Thematic Categories, Methodological Categories
and Their Numbers of Entries in the Database …….. 34
References …………………………………….. 35

3 Research on Translator Training After the New Millennium:
A Corpus-Based Review of Eight Journals on
Translation Studies ………………………………. 39
3.1 Introduction ……………………………….. 39
3.2 The Study ………………………………… 40
3.2.1 Background ………………………….. 40
3.2.2 Data Analysis…………………………. 41
3.3 Results …………………………………… 42
3.3.1 Basic Statistics ………………………… 42
3.3.2 Comparisons of Research Themes
of the Five Continents …………………… 43
3.4 Discussion ………………………………… 48
3.4.1 The General Picture …………………….. 48
3.4.2 Continental Features …………………….. 49
3.5 Conclusion ………………………………… 53
Appendix 1: Number of Entries in the Corpus
by Thematic Categories……………………. 54
Appendix 2: List of Contributions by
Country* …………………………….. 55
References …………………………………….. 56
4 Research on Interpreter Training: A Review of Studies
in the New Millennium ……………………………. 59
4.1 Introduction ……………………………….. 59
4.2 Method ………………………………….. 60
4.2.1 The Database …………………………. 60
4.2.2 Data Analysis…………………………. 61
4.3 Results …………………………………… 61
4.3.1 The Composition of the Database ……………. 61
4.3.2 The Development Trend Over the Past 15 Years ….. 61
4.3.3 Thematic Features Identified ……………….. 64
4.3.4 Title Analysis…………………………. 66
4.3.5 Active Authors, Institutions and Countries/Areas ….. 67
4.4 Discussion and Conclusions …………………….. 68
4.4.1 The General Picture …………………….. 68
4.4.2 Current Trends in Research on Interpreter Training … 69
4.4.3 Active Authors and Geographic Features ……….. 71
Appendix : Number of Entries in the Corpus by
Thematic Categories………………………. 72
References …………………………………….. 73

5 Beyond the Landscape “of Light”: A Review of Pedagogical
Research Articles in Meta (2000–2014) …………………. 77
5.1 Introduction ……………………………….. 77
5.1.1 Beyond the Landscape “of Light” ……………. 77
5.1.2 “Back to the Future” Through Academic Journals …. 78
5.2 Research Methodology ………………………… 80
5.3 Results …………………………………… 81
5.3.1 A Thematic Review of Pedagogical Research
in Meta …………………………….. 81
5.3.2 A Thematic Comparison of Pedagogical Research
Between Meta and the Other Nine T&I Journals ….. 84
5.3.3 Differences Between Meta and Other Nine T&I
Journals in Research Methods ………………. 91
5.4 Conclusion ………………………………… 93
References …………………………………….. 96
Part II Research on Translator and Interpreter Training:
Empirical Studies on Learners
6 Learner Factors, Self-perceived Language Ability and
Interpreting Learning: An Investigation of Hong
Kong Tertiary Interpreting Classes……………………. 101
6.1 Introduction ……………………………….. 101
6.2 Literature Review ……………………………. 102
6.2.1 Interpreting and Second Language
Acquisition (SLA) ……………………… 102
6.2.2 Individual Learner Factors in SLA Learning
and Interpreting Classrooms ……………….. 103
6.3 Method ………………………………….. 105
6.3.1 Participants ………………………….. 105
6.3.2 Instruments and Procedure ………………… 105
6.4 Results …………………………………… 106
6.4.1 Reasons for Learning Interpreting ……………. 106
6.4.2 Gender Difference in Achievements in Learning
Interpreting ………………………….. 106
6.4.3 Problems Most Frequently Encountered, Problems
of Most Concern, and Problems Perceived
to Be Most Fatal ………………………. 107
6.4.4 Personal Habits that Impact on Language
and Interpreting Learning …………………. 107
6.4.5 Impact of Self-perceived Language Ability
on Interpreting Learning ………………….. 110

6.4.6 Components that Contribute to Predicting Success
in Interpreting on Learning ………………… 111
6.5 Discussion ………………………………… 113
6.6 Conclusion ………………………………… 119
References …………………………………….. 120
7 Learner Variables and Problems Perceived by Students:
An Investigation of a College Interpreting Programme
in China ……………………………………… 123
7.1 Introduction ……………………………….. 123
7.2 Research Background …………………………. 124
7.2.1 Learners’ Language Needs in Interpreting Classes …. 124
7.2.2 Perceptions of Problems in Interpreting Learning ….. 126
7.2.3 Learner Variables in Interpreting Learning ………. 127
7.3 The Study ………………………………… 128
7.4 Method ………………………………….. 128
7.4.1 Participants ………………………….. 128
7.4.2 Instruments ………………………….. 129
7.4.3 Procedures …………………………… 130
7.4.4 Data Analysis…………………………. 131
7.5 Quantitative Data Analysis Results ………………… 131
7.5.1 Learner’s Perceptions of Problems……………. 131
7.5.2 Learner Variables and Perceptions of Problems …… 132
7.5.3 Socio-Biographic Variables and Perceptions
of Problems ………………………….. 133
7.6 Qualitative Data Analysis Results …………………. 138
7.6.1 Vocabulary ………………………….. 138
7.6.2 Major and Interpreting Learning …………….. 139
7.6.3 Affective Factors ………………………. 139
7.7 Discussion and Conclusion ……………………… 140
Appendix 1: Problem Types and Codes Used
in the Study …………………………… 142
Appendix 2: Student Focus Group
Interview Guide ………………………… 143
References …………………………………….. 144
8 The Interplay Between Foreign Language Anxiety, Willingness
to Communicate and Other Learner Factors in Tertiary
Interpreting Classrooms …………………………… 147
8.1 Introduction ……………………………….. 147
8.2 Literature Review ……………………………. 148
8.2.1 Interpreting Classroom Research …………….. 148
8.2.2 Learner Factors and Interpreter Training ……….. 150
8.3 Method ………………………………….. 155

8.3.1 Participants ………………………….. 155
8.3.2 Instruments ………………………….. 155
8.3.3 Data Collecting Procedure ………………… 156
8.4 Results …………………………………… 157
8.4.1 Foreign Language Anxiety and WTC …………. 157
8.4.2 Foreign Language Anxiety, WTC and Learning
Outcomes in Interpreting Classrooms………….. 157
8.4.3 Foreign Language Anxiety, WTC and Other Learner
Factors in Interpreting Classrooms……………. 158
8.5 Discussion ………………………………… 160
8.6 Conclusion ………………………………… 163
References …………………………………….. 165
9 Second Language Writing Anxiety and Translation: Performance
in a Hong Kong Tertiary Translation Class ……………… 169
9.1 Introduction ……………………………….. 169
9.2 Literature Review ……………………………. 171
9.2.1 Research on Second Language Anxiety ………… 171
9.2.2 Research on Second Language Writing Anxiety …… 172
9.2.3 Second Language Anxiety and Translation
Training …………………………….. 173
9.3 Method ………………………………….. 174
9.3.1 Participants ………………………….. 174
9.3.2 Instruments and Procedure ………………… 174
9.4 Results …………………………………… 175
9.4.1 Language Anxiety and Translation Performance …… 175
9.4.2 Language Ability and Translation Performance …… 176
9.4.3 Reading Habits, Writing Habits and Translation
Performance ………………………….. 178
9.4.4 Components that Contribute to Predicting
Chinese-to-English Translation Performance ……… 179
9.5 Discussion ………………………………… 181
9.6 Conclusion ………………………………… 182
Appendix ……………………………………… 184
References …………………………………….. 188
10 Conclusion ……………………………………. 191
10.1 The Database TIEJAD ………………………… 191
10.2 The Empirical Studies on Training: Future Development …… 193
References …………………………………….. 195
Index ……………………………………………… 197

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