Focusing attention on the translation of specialised genres An approach based on the performance of translation students with different curricular progression
Article Sidebar
Main Article Content
Abstract
In recent decades, studies on the cognitive processes involved in translation have gained increasing relevance (Alves & Jakobsen, 2021). One of the key processes in this field is attentional focus, understood as the translator’s ability to select and prioritize relevant information while translating. Despite its importance, this phenomenon has been scarcely explored, particularly in relation to translation students’ curricular progression and the translation of specialised genres. This study analyses attentional focus in two student groups—third- and fourth-year students—enrolled in the English-Spanish Translation programme at the Pontificia Universidad Católica de Valparaíso. A keylogging tool was used to register pauses made during a specialised translation task, which are interpreted as indicators of cognitive resource allocation (Saldanha & O’Brien, 2013). Results show different pause patterns between the groups; however, statistical analysis revealed that these differences were not significant. These findings raise new questions about the relationship between translator competence and attentional patterns in specialised translation tasks.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
Alves, F. y Jakobsen, A. (2021). The Routledge Handbook of Translation and Cognition. Routledge. https://doi.org/10.4324/9781315178127 DOI: https://doi.org/10.4324/9781315178127
Baddeley, A. (2007). Working Memory, Thought and Action. Oxford Universi-ty Press. https://doi.org/10.1093/acprof:oso/9780198528012.001.0001 DOI: https://doi.org/10.1093/acprof:oso/9780198528012.001.0001
Conde, T. (2014). Traducción, géneros textuales y enfoques cognitivos. Hermeneus: Revista de la Facultad de Traducción e Interpretación de Soria, (16), 85-106.
Danks, J. H., Shreve, G. M., Fountain, S. B. y McBeath, M. (1997). Cogni-tive Processes in Translation and Interpreting. Sage Publications.
Dragsted, B. (2010). Coordination of Reading and Writing Processes in Translation. En G. Shreve y E. Angelone (Eds.), Translation and Cognition (pp. 41-62). John Benjamins. https://doi.org/10.1075/ata.xv DOI: https://doi.org/10.1075/ata.xv.04dra
Englund Dimitrova, B. (2005). Expertise and Explicitation in the Translation Process. John Benjamins Publishing. https://doi.org/10.1075/btl.64 DOI: https://doi.org/10.1075/btl.64
European Master's in Translation (EMT). (2022). EMT Competence Frame-work 2022. European Commission. https://european-masters-translation-blog.ec.europa.eu/index_es
Faber Benítez, P. (2009). The cognitive shift in terminology and specialized translation. MonTI. Monografías de Traducción e Interpretación, 1, 107-134. https://doi.org/10.6035/MonTI.2009.1.5 DOI: https://doi.org/10.6035/MonTI.2009.1.5
Gómez Romero, Y. A., Giraldo Ospina, D., Naranjo Ruiz, M., Pineda Rojas, J. y Suárez de la Torre, M. (2019). Terminología experimental y tra-ducción especializada: un estudio sobre la distribución de la atención visual y la presión de tiempo. Terminàlia, 20-29. https://doi.org/10.2436/20.2503.01.138
Guantiva Acosta, R., Cabré Castellví, M. T. y Castellà Lidon, J. M. (2008). Clasificación de textos especializados a partir de su terminología. Íkala, revista de lenguaje y cultura, 13(19), 15-39.. https://doi.org/10.17533/udea.ikala.2687 DOI: https://doi.org/10.17533/udea.ikala.2687
Havnen, R. (2021). Fight for focus: attention and agency in sight-translated interaction. Perspectives: Studies in Translation Theory and Practice, 30(1), 39-56. https://doi.org/10.1080/0907676X.2021.1892785 DOI: https://doi.org/10.1080/0907676X.2021.1892785
Hurtado Albir, A. (2017). Translation and translation competence. En PACTE Group (Ed.), Researching translation competence (pp. 3–34). John Benjamins. https://doi.org/10.1075/btl.127 DOI: https://doi.org/10.1075/btl.127.01hur
Hurtado Albir, P., Galán-Mañas, A., Kuznik, A., Olalla-Soler, C., Rodríguez-Inés, P. y Romero Ramos, L. (2020). Translation competence acqui-sition. Design and results of the PACTE group’s experimental re-search. The Interpreter and Translator Trainer, 14(2), 95–233. https://doi.org/10.1080/1750399X.2020.1732601 DOI: https://doi.org/10.1080/1750399X.2020.1732601
Hvelplund, K. T. (2011). Allocation of cognitive resources in translation: An eye-tracking and keylogging study [Tesis doctoral, Copenhagen Business School]. Samfundslitteratur.
Hvelplund, K. T. (2014). Eye-Tracking and the Translation Process: Reflec-tions on the Analysis and Interpretation of Eye-Tracking Data. En R. Muñoz Martín (Ed.), MonTI Special Issue: Minding Translation, 201-223. Publicaciones de la Universidad de Alicante. DOI: https://doi.org/10.6035/MonTI.2014.ne1.6
Hvelplund, K. T. (2021). Translation, Attention and Cognition. En The Routledge Handbook of Translation and Cognition (pp. 279-290). Routledge. https://doi.org/10.4324/9781315178127 DOI: https://doi.org/10.4324/9781315178127-19
Immonen, S. (2006). Translation as a Writing Process: Pauses in Transla-tion versus Monolingual Text Production. Target, 18(2), 313-336. https://doi.org/10.1075/target.18.2.06imm DOI: https://doi.org/10.1075/target.18.2.06imm
Jääskelainen, R. (2017). Verbal Reports. En Schwieter, John y Ferreira, Aline (Eds.), The Handbook of Translation and Cognition (pp. 21-49). John Wiley & Sons. https://doi.org/10.1002/9781119241485.ch12 DOI: https://doi.org/10.1002/9781119241485.ch12
Jakobsen, A. L. (2017). Translation process research. En J. W. Schwieter y A. Ferreira (Eds.), The handbook of translation and cognition (pp. 213–231). John Wiley & Sons. https://doi.org/10.1002/9781119241485.ch11. DOI: https://doi.org/10.1002/9781119241485.ch11
Koehn, P. (2009). A Process Study of Computer-Aided Translation. Machine Translation, 23(4), 241-263. https://doi.org/10.1007/s10590-010-9076-3 DOI: https://doi.org/10.1007/s10590-010-9076-3
Landis, J. R. y Koch, G. G. (1977). The measurement of observer agree-ment for categorical data. Biometrics, 33(1), 159-174. https://doi.org/10.2307/2529310 DOI: https://doi.org/10.2307/2529310
Ma, W., Husain, M., y Bays, P. (2014). Changing Concepts of Working Memory. Nature Neuroscience Reviews, 17, 347-356. https://doi.org/10.1038/nn.3655 DOI: https://doi.org/10.1038/nn.3655
Muñoz Martín, R. (2015). From process studies to cognitive translatology. EST Newsletter, (46), 20–21. European Society for Translation Stud-ies. https://est-translationstudies.org/newsletter/.
Parodi, G., Ibáñez, R. y Venegas, R. (2009). El Corpus PUCV-2006 del Español: identificación y definición de los géneros discursivos aca-démicos y profesionales. Literatura y lingüística, (20), 75-101. http://dx.doi.org/10.4067/S0716-58112009000100005 DOI: https://doi.org/10.29344/0717621X.20.1564
R Core Team. (2018). R: A Language and Environment for Statistical Com-puting. R Foundation for Statistical Computing, Vienna. https://www.R-project.org
Sánchez, R. (2015). T-Student. Usos y abusos. Revista Mexicana de Car-diología, 26(1), 59-61.
Saldanha, G. y O’Brien, S. (2013). Research Methodologies in Translation. Routledge. https://doi.org/10.4324/9781315760100 DOI: https://doi.org/10.4324/9781315760100
Schilperoord, J. (1996). It’s About Time: Temporal Aspects of Cognitive Processes in Text Production. Rodopi. DOI: https://doi.org/10.1163/9789004458598
Shreve, G. M. (2021). Translation as a complex adaptive system: A frame-work for theory building in cognitive translatology. En Alves, F. y Jak-obsen, A. (eds.), The Routledge Handbook of Translation and Cogni-tion (pp. 69-86). Routledge. https://doi.org/10.4324/9781315178127 DOI: https://doi.org/10.4324/9781315178127-6
Tsubomi, H., Fukuda, K., Watanabe, K.i y Vogel, E. (2013). Neural Limits to Representing Objects Still Within View. Journal of Neuroscience, 33, 8257 8263. https://doi.org/10.1523/JNEUROSCI.5348-12.2013 DOI: https://doi.org/10.1523/JNEUROSCI.5348-12.2013
Van Waes, L., Leijten, M. y Van Weijen, D. (2009). Keystroke Logging in Writing Research: Observing Writing Processes with Inputlog. Jour-nal of German as a Second Language, 2-3, 41-64, http://dx.doi.org/10.1177/0741088313491692 DOI: https://doi.org/10.1177/0741088313491692
Wang, X. y Wang, J. (2023). Implementing an Interactive Approach in Translator Education. Interactive Learning Environments, 31(4), 2288 2304. https://doi.org/10.1080/10494820.2021.1879871 DOI: https://doi.org/10.1080/10494820.2021.1879871
Wang, J., Zhao, R., Ju, N. y Yu, Y. (2020). Translation Competence Devel-opment: The Focus in Translation Teaching. Advances in Social Sci-ence, Education and Humanities Research, 490, 212-216. https://doi.org/10.2991/assehr.k.201127.042 DOI: https://doi.org/10.2991/assehr.k.201127.042
Yildiz, M. (2020). How Do Translation Students’ Cognitive Efforts Vary? – An Answer in Consideration of Pauses. Journal of Education and Practice, 11(2), pp. 48-55. https://doi.org/10.7176/JEP/11-2-05 DOI: https://doi.org/10.7176/JEP/11-2-05