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

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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.


1 Introduction
1(10)
References
7(4)
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(28)
2.1 Introduction
11(1)
2.2 The Study
12(3)
2.2.1 Database Construction
12(1)
2.2.2 Data Analysis
13(2)
2.3 Results
15(13)
2.3.1 Basic Statistics
15(2)
2.3.2 Distribution of Research Themes and Research Methods
17(6)
2.3.3 Authorship and Geographic Distribution of the Articles
23(5)
2.4 Discussion: Current Trends and Future Directions
28(4)
2.5 Conclusion
32(7)
Appendix 1 A Sample Data Entry in the Access File
33(1)
Appendix 2 Thematic Categories, Methodological Categories and Their Numbers of Entries in the Database
34(1)
References
35(4)
3 Research on Translator Training After the New Millennium: A Corpus-Based Review of Eight Journals on Translation Studies
39(20)
3.1 Introduction
39(1)
3.2 The Study
40(2)
3.2.1 Background
40(1)
3.2.2 Data Analysis
41(1)
3.3 Results
42(6)
3.3.1 Basic Statistics
42(1)
3.3.2 Comparisons of Research Themes of the Five Continents
43(5)
3.4 Discussion
48(5)
3.4.1 The General Picture
48(1)
3.4.2 Continental Features
49(4)
3.5 Conclusion
53(6)
Appendix 1 Number of Entries in the Corpus by Thematic Categories
54(1)
Appendix 2 List of Contributions by Country*
55(1)
References
56(3)
4 Research on Interpreter Training: A Review of Studies in the New Millennium
59(18)
4.1 Introduction
59(1)
4.2 Method
60(1)
4.2.1 The Database
60(1)
4.2.2 Data Analysis
61(1)
4.3 Results
61(7)
4.3.1 The Composition of the Database
61(1)
4.3.2 The Development Trend Over the Past 15 Years
61(3)
4.3.3 Thematic Features Identified
64(2)
4.3.4 Title Analysis
66(1)
4.3.5 Active Authors, Institutions and Countries/Areas
67(1)
4.4 Discussion and Conclusions
68(9)
4.4.1 The General Picture
68(1)
4.4.2 Current Trends in Research on Interpreter Training
69(2)
4.4.3 Active Authors and Geographic Features
71(1)
Appendix: Number of Entries in the Corpus by Thematic Categories
72(1)
References
73(4)
5 Beyond the Landscape "of Light": A Review of Pedagogical Research Articles in Meta (2000--2014)
77(24)
5.1 Introduction
77(3)
5.1.1 Beyond the Landscape "of Light"
77(1)
5.1.2 "Back to the Future" Through Academic Journals
78(2)
5.2 Research Methodology
80(1)
5.3 Results
81(12)
5.3.1 A Thematic Review of Pedagogical Research in Meta
81(3)
5.3.2 A Thematic Comparison of Pedagogical Research Between Meta and the Other Nine T&I Journals
84(7)
5.3.3 Differences Between Meta and Other Nine T&I Journals in Research Methods
91(2)
5.4 Conclusion
93(8)
References
96(5)
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(22)
6.1 Introduction
101(1)
6.2 Literature Review
102(3)
6.2.1 Interpreting and Second Language Acquisition (SLA)
102(1)
6.2.2 Individual Learner Factors in SLA Learning and Interpreting Classrooms
103(2)
6.3 Method
105(1)
6.3.1 Participants
105(1)
6.3.2 Instruments and Procedure
105(1)
6.4 Results
106(7)
6.4.1 Reasons for Learning Interpreting
106(1)
6.4.2 Gender Difference in Achievements in Learning Interpreting
106(1)
6.4.3 Problems Most Frequently Encountered, Problems of Most Concern, and Problems Perceived to Be Most Fatal
107(1)
6.4.4 Personal Habits that Impact on Language and Interpreting Learning
107(3)
6.4.5 Impact of Self-perceived Language Ability on Interpreting Learning
110(1)
6.4.6 Components that Contribute to Predicting Success in Interpreting on Learning
111(2)
6.5 Discussion
113(6)
6.6 Conclusion
119(4)
References
120(3)
7 Learner Variables and Problems Perceived by Students: An Investigation of a College Interpreting Programme in China
123(24)
7.1 Introduction
123(1)
7.2 Research Background
124(4)
7.2.1 Learners' Language Needs in Interpreting Classes
124(2)
7.2.2 Perceptions of Problems in Interpreting Learning
126(1)
7.2.3 Learner Variables in Interpreting Learning
127(1)
7.3 The Study
128(1)
7.4 Method
128(3)
7.4.1 Participants
128(1)
7.4.2 Instruments
129(1)
7.4.3 Procedures
130(1)
7.4.4 Data Analysis
131(1)
7.5 Quantitative Data Analysis Results
131(7)
7.5.1 Learner's Perceptions of Problems
131(1)
7.5.2 Learner Variables and Perceptions of Problems
132(1)
7.5.3 Socio-Biographic Variables and Perceptions of Problems
133(5)
7.6 Qualitative Data Analysis Results
138(2)
7.6.1 Vocabulary
138(1)
7.6.2 Major and Interpreting Learning
139(1)
7.6.3 Affective Factors
139(1)
7.7 Discussion and Conclusion
140(7)
Appendix 1 Problem Types and Codes Used in the Study
142(1)
Appendix 2 Student Focus Group Interview Guide
143(1)
References
144(3)
8 The Interplay Between Foreign Language Anxiety, Willingness to Communicate and Other Learner Factors in Tertiary Interpreting Classrooms
147(22)
8.1 Introduction
147(1)
8.2 Literature Review
148(7)
8.2.1 Interpreting Classroom Research
148(2)
8.2.2 Learner Factors and Interpreter Training
150(5)
8.3 Method
155(2)
8.3.1 Participants
155(1)
8.3.2 Instruments
155(1)
8.3.3 Data Collecting Procedure
156(1)
8.4 Results
157(3)
8.4.1 Foreign Language Anxiety and WTC
157(1)
8.4.2 Foreign Language Anxiety, WTC and Learning Outcomes in Interpreting Classrooms
157(1)
8.4.3 Foreign Language Anxiety, WTC and Other Learner Factors in Interpreting Classrooms
158(2)
8.5 Discussion
160(3)
8.6 Conclusion
163(6)
References
165(4)
9 Second Language Writing Anxiety and Translation: Performance in a Hong Kong Tertiary Translation Class
169(22)
9.1 Introduction
169(2)
9.2 Literature Review
171(3)
9.2.1 Research on Second Language Anxiety
171(1)
9.2.2 Research on Second Language Writing Anxiety
172(1)
9.2.3 Second Language Anxiety and Translation Training
173(1)
9.3 Method
174(1)
9.3.1 Participants
174(1)
9.3.2 Instruments and Procedure
174(1)
9.4 Results
175(6)
9.4.1 Language Anxiety and Translation Performance
175(1)
9.4.2 Language Ability and Translation Performance
176(2)
9.4.3 Reading Habits, Writing Habits and Translation Performance
178(1)
9.4.4 Components that Contribute to Predicting Chinese-to-English Translation Performance
179(2)
9.5 Discussion
181(1)
9.6 Conclusion
182(9)
Appendix
184(4)
References
188(3)
10 Conclusion
191(6)
10.1 The Database TIEJAD
191(2)
10.2 The Empirical Studies on Training: Future Development
193(4)
References
195(2)
Index 197
Dr. 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 ofHong 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.
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