بررسی فرایندهای شناختی ترجمه شفاهی از زبان فارسی به انگلیسی

Subject Areas : آموزش زبان انگلیسی

سمانه تیموریان ¹ , ماندانا یوسفی ²

1 - Department of English, Quchan Branch, Islamic Azad University, Quchan, Iran
2 - Department of English, Quchan Branch, Islamic Azad University, Quchan, Iran

Received: 2017-12-10 Accepted : 2017-12-10 Published : 2017-11-22

Keywords: روانشناسی شناختی, ترجمه شفاهی, پروتوکل تفکر با صدای بلند, مصاحبه پس گرا,

Abstract :

این مقاله فرایندهای شناختی در ترجمه شفاهی را از طریق به کار گیری پروتوکل تفکر با صدای بلند در بین مترجمان ایرانی مورد بررسی قرار داده است. شرکت کنندگان در این پژوهش شامل دو گروه مترجمان حرفه ای و غیر حرفه ای بودند که از طریق تست مهارت زبانی نلسون انتخاب شدند. به منظور جمع آوری داده ها٬ از پروتوکل خواندن با صدای بلند ٬ مصاحبه پس گرا و تست ترجمه فارسی به انگلیسی استفاده شد. سپس٬ فرایندهای شناختی به کار گرفته شده توسط مترجمان تعیین و تفاوت معنادار بین دو گروه مترجمان با توجه به این فرایندها با استفاده از آزمون خی دو محاسبه شد. نتایج بیانگر این مساله بودند که هر دو گروه مترجمان از روندهای مشابهی استفاده کردند و بین آنها تفاوت معناداری در سطح درک مطلب٬ روندهای حافظه و حل مساله وجود ندارد. به هر حال٬ در سطح توجه بین دو گروه مترجمان تفاوت معناداری مشاهده شد. نتایج این پژوهش می تواند مدرسین کلاسهای ترجمه را در زمینه مفهوم توانایی های ذهنی آگاه سازد و برای بهبود روند ترجمه در دانشجویان و مترجمین مفید باشد.

References:

 

References

Anderson, G. (1998). Fundamentals of educational research. UK: Falmer Press.

Anderson, J. R. (1995). Learning and memory: An integrated approach. New York: John Wiley & Sons, Inc.

Angelone, E. (2010). Uncertainty, uncertainty management and metacognitive problem solving in the translation task. Translation and Cognition, 17-40. doi: 10.1075/ata.xv.03ang.

Angelone, E., & Sherve, G. M. (2010). Translation and cognition. New York: Benjamin.

Asch, M. (2002). Text book of cognitive psychology. New Delhi: Sarup & Sons.

Bajo, M. T., & Padilla, F. (1999). Proposal for a cognitive theory of translation and interpretation. A methodology for empirical research. The Interpreter’s Newsletter. Retrieved July 2015 from /www.openstarts.units.it/dspace/bitstream/10077/2213/1/04Padilla.pdf.

Barani, M., & Karimnia, A. (2014). An investigation into translation students’ English reading comprehension skills and strategies: A cross-sectional study.  Applied Linguistics, 73, 26257-26262.

Bernardini, S. (2001). Think-aloud protocols in translation research. Target International Journal of Translation Studies, 13(2), 241-263. doi: 10.1075/ target. 13. 2.03ber.

Broadbent, D. E. (1958). Perception and communication. London: Pergamon Press.

Chastain, K. (1988). Developing second-language skills theory and practice. USA: Harcourt Brace Jovanovich, Inc.

Christensen, P. T. (2011). Studies on the Mental Processes in Translation Memory-assisted Translation- the State of the Art. Trans-kom, 4 (2), 137-160.

Dekeyser, R. M. (2007). Practice in a second language: Perspectives from applied linguistics and cognitive psychology. New York: Cambridge University Press.

Dillinger, M. (1989). Comprehension during interpreting: What do interpreters know that bilinguals don’t? The Interpreters' Newsletter, 3, 41-58. Retrieved in June 2015 from https://www.researchgate.net/publication/245736477

Eftekhari, A. A. (2012). Investigating the use of think-aloud protocols in translation of literary texts. Theory and Practice in Language Studies, 2 (5), 1039-1047. doi:10.4304/tpls.2.5.1039-1047.

Fowler, W. S., & Coe, N. (1978). Nelson English language tests. London: Butler & Tanner Ltd.

Friedenberg, J., Silverman, G. (2006). Cognitive science. London: Sage Publications, Inc.

Gambier, Y., Gile, D., & Taylor, C. (1994). Conference interpreting: Current trends in research, proceedings of the interpretational conference on interpreting- what do we know and how? Amsterdam/Philadelphia: John Benjamins Publishing Company.

Gile, D. (2009). Basic concepts and models for interpreter and translator training. Amsterdam/ Philadelphia: John Benjamins Publishing Company.

Jääskeläinen, R. (1999). Tapping the process: An explorative study of the cognitive & affective factors involved in translating. Joensuu: University of Joensuu.

Jankhe, H. L. (2015). New cognitive approaches in process-oriented translation training. Meta: Translators' Journal, 50(2), 359-377. doi: 10.7202/010942ar.

Jong, D. T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instr Sci, 38,105–134. doi: 10.1007/s11251-009-9110-0.

Kussmaul, P., & Tirkkonen- Condit, S. (1995). Think-aloud protocol analysis in translation studies. Traduction, Terminologie, Rédaction, 8 (1), 177-199. doi: 10.7202/037201ar.

Lorsher, W. (1991). Translation performance, translation process, and translation strategies. A psycholinguistic investigation, 5(1), 271-275. doi: 10.7202/014625ar.

Lorscher, W. (1992). Investigating the translation process. Meta, 3, 426-439.

       doi :10.7202/003517ar.

Mengelkamp, M. B. (2008). Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalization method affect learning? Metacognition and Learning, 3, 39-58.  

Miremadi, S. A. (1993). Theories of translation and interpretation. Ghom: Mehr Press.

Munday, J. (2008). Introducing translation studies: Theories and applications. (2^nded.). New York: Routledge.

Poyatos, F. (1997). Nonverbal communication & translation. Amsterdam/Philadelphia: John Benjamins Publishing Company.

Risku, H. (2010). A Cognitive scientific view on technical communication and

translation. Do embodiment and situations really make a difference? Target, 22 (1), 94-111.doi: 10.1075/target.22.1.06ris.

Risku, H. (2013). Cognitive approaches to translation. The Encyclopedia of Applied Linguistics, doi: 10.1002/9781405198431.wbeal0145.

Seeber, K. (2011). Cognitive load in simultaneous interpreting: Existing theories-new models. Interpreting, 13 (2), 176-204. doi: 10.1075/intp.13.2.02see.

Seeber, K. (2013). Cognitive load in simultaneous interpreting: Measures and methods. Target, 25 (1), 18-32. doi: 10.1075/target.25.1.03see.

Shahivand, Z., & Pazhakh, A. (2012). The effects of test facets on the construct validity of the tests in Iranian EFL students. Higher Education of Social Science, 2 (1), 16-20.doi:10.3968/j.hess.1927024020120201.452.

Sternberg, J. R., & Sternberg, K. (2012). Cognitive psychology. USA: Wadsworth.

Sun, S. (2009). Think aloud based translation process research: Some methodological consideration. USA, Kent state: University of Kent.

Tommola, J., & Hyonà, J. (1990). Mental load in listening, speech shadowing and  simultaneous interpreting: A pupillometric study. Speeches/Conference Papers, 150. Retrieved September 2015 from http://files.eric.ed.gov/fulltext/ED327061.pdf

Toury, G. (1980). In search of a theory of translation. Tel Aviv University: The Porter Institute for Poetics and Semiotics

Toury, G. (1995). Descriptive translation studies and beyond. Amsterdam/Philadelphia:        John Benjamins

Waddington, C. (2001). Different methods of evaluating student translations: The question of validity. Meta, 46 (2), 311-325.

Yoshida, M. (2008). Think-aloud protocols and type of reading task: The issue of reactivity in L2 reading research. Selected Proceedings of the 2007 Second Language Research Forum, ed. Melissa Bowles et al., 199-209. Retrieved October 2015 from http://www.lingref.com/cpp/slrf/2007/paper1745.pdf.