[New publication] Translation, Cognition & Behavior – Volume 1, Issue 2, 2018

Translation, Cognition & Behavior – Volume 1, Issue 2, 2018

Link to this issue: https://www.jbe-platform.com/content/journals/25425285/1/2

Processing of grammatical metaphor: Insights from controlled translation and reading experiments

Arndt Heilmann, Tatiana Serbina, Stella Neumann

Abstract: This paper investigates cognitive effort invested in the translation and reading of grammatical metaphor. It is based on the results of two experiments conducted using the methods of keylogging and eyetracking. To test differences in processing, we devised a number of metaphorical and congruent stimuli integrated into a popular-scientific text. In this paper cognitive effort, operationalized through a number of pause and gaze measures, is examined by means of linear-mixed regression modelling. Our results show no difference in processing effort between congruent and metaphorical stretches of text.

 

Iconic culture-specific images influence language non-selective translation activation in bilinguals: Evidence from eye movements 

Keerthana Kapiley, Ramesh Kumar Mishra

Abstract: Two experiments using the visual-world paradigm examined whether culture-specific images influence the activation of translation equivalents during spoken-word recognition in bilinguals. In Experiment 1, the participants performed a visual-world task during which they were asked to click on the target after the spoken word (L1 or L2). In Experiment 2, the participants were presented with culture-specific images (faces representing L1, L2 and Neutral) during the visual world task. Time-course analysis of Experiment 1 revealed that there were a significantly higher number of looks to TE-cohort member compared to distractors only when participants heard to L2 words. In Experiment 2, when the cultural-specific images were congruent with the spoken word’s language, participants deployed higher number of looks to TE-cohort member compared to distractors. This effect was seen in both the language directions but not when the culture-specific images were incongruent with the spoken word. The eyetracking data suggest that culture-specific images influence cross-linguistic activation of semantics during bilingual audio-visual language processing.

 

Alternations in contact and non-contact varieties: Reconceptualising that-omission in translated and non-translated English using the MuPDAR approach

Haidee Kruger, Gert De Sutter

Abstract: The Multifactorial Prediction and Deviation Analysis (MuPDAR) method (Gries & Deshors 2014) represents an influential methodological advance in studying variation in contexts where linguistic choices in a “peripheral” variety (learner language, New Englishes) are studied in relation to the “central” variety. In this article we demonstrate how the method may be extended to study how varieties produced in settings of language contact (including translation) differ from non-contact varieties, particularly with respect to the degree of lexicogrammatical explicitness. We use the method to determine how (dis)similar the factors governing -omission are in two different types of contact varieties, namely South African translated (trans-SAE) and South African non-translated English (SAE), in relation to British (GBE) English. The results show that the choices made in the contact varieties can be predicted to a reasonable extent, although South African translators and South African non-translators have a higher and lower inclination respectively to use explicit compared to GBE non-translators. Based on the findings, we re-evaluate the explanations proposed for the increased explicitness of translated language through the frame of language contact, outlining the advantages of multifactorial methods over the frequency-based methods favoured in earlier studies.

 

Gamer emotions in laughter: Towards affect-oriented game localisation

Minako O’Hagan, Marian Flanagan

 

 

Abstract: This study is motivated by the assumption that today’s function-oriented game localisation approach has room for improvement by incorporating an affect-oriented approach. It draws on the concept of “affective framing” in a game with humour as “emotionally competent stimuli”. Laughter as emotion data were collected from German, Japanese and Irish participants playing in their native language relevant versions of the US-origin casual game . This small-scale empirical study, combined with gamer interviews and gameplay trajectory, reveal evidence of specific functions of gamer emotions across all three groups, most often as a relief during game play, facilitating the gamer’s ability to retain engagement by accessing the emotional function of humour. The data suggest that affective framing through humour that is made culturally relevant is deemed more important for the German group than the other groups. This group negatively perceived cultural stereotypes in the game, whereas the Irish group perceived cultural associations positively. The focus on user emotions brings the neglected affective dimension to the fore and towards affect-oriented game localisation as interdisciplinary research.

 

Moving music for moving source texts: The influence of emotional music in translation performance 

Beatriz Naranjo Sánchez

Abstract: Based on previous findings about the role of music as an emotional stimulus, as well as the potential benefits of music-driven emotional engagement in written production and creative behaviour, the present study investigates the impact of emotional background music on translation quality and creativity. A translation experiment in two different conditions (music vs. silence) was conducted in a controlled environment. Participants translated two literary texts of opposing emotional contents (happy vs. sad) while they listened to an emotionally-matching soundtrack. Statistical analysis of within- and between-group comparisons only revealed conclusive results for the sad condition, showing a positive effect of sad music on translation creativity and a negative effect on accuracy.

Can self-esteem and creative intelligence foster accuracy and creativity in professional translators?

Paula Cifuentes-Férez, Purificación Meseguer Cutillas

 

 

Abstract: Over this last decade translation process research has provided evidence for the importance of studying translators and interpreters’ individual differences so as to gain a better understanding of the cognitive processes involved in translation and the potential impact of the translator’s personality and emotions on translation performance. Drawing on previous research on the impact of self-esteem and creativity on translation, the present paper describes an experiment to measure the effect of self-esteem and creative intelligence on the written translation performance of a sample of 44 Spanish professional translators. The results reveal that (a) the more creative translators are, the more creative translations they produce; and (b) the higher translators’ self-esteem is, the lower the scores for accuracy.

 

Teacher motivation and emotions vis-à-vis students’ positive perceptions of effective teaching and learning: A self-case study of longitudinal data in reflective translation pedagogy

Vanessa Enríquez Raído

 

 

Abstract: Interdisciplinary research into the interplay between emotions, cognition, and translation is still in its infancy. This is certainly true for research focused on teachers, teachers’ motivation, and related emotions. Unlike in translation studies, however, the situation in teacher motivation theory and research has changed significantly over the last decade. This article draws on teacher motivation theory to adopt an interpretive framework for the study of teacher socioemotional dimensions, as associated with students’ positive perceptions of effective teaching and learning. A self-case study involving the reflexive analysis of a teaching portfolio in translation suggests that teacher motivation and emotions significantly influence students’ perceptions of effective teaching and learning, and that research on teachers matters for reasons such as student outcomes and teacher professional development.

 

 

 

 

 

 

 

 

 

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