Eye-tracking Experiment
摘要
视译要求译者在阅读原文的同时口头产出译文。中文和英文连词的使用有所不同，但多数与连词相关的翻译研究多在探究翻译技巧，少有从认知负荷的角度对连词的翻译进行研究。
本研究采用眼动测量方法，选取递进与转折两种逻辑关系，探究逻辑连词对视译过程中原文阅读与译文产出认知负荷影响，并探究认知负荷与译文质量之间的关系。在本研究中，36名被试分别视译含有和不含有连词的句子，眼动数据如平均注视时长、注视次数、回视次数、瞳孔大小等反映原文阅读中所需认知负荷，译文产出中的认知负荷则反映在译文流利度上。另外，译文准确度与忠实度是译文质量的评估指标。
本文得出以下结论：1）在原文阅读过程中，译者对有连词的文本理解所需的认知负荷小于没有逻辑连词的文本。另外，在无连词的文本中，转折关系的判断比递进关系需要更大的认知负荷；2）在译文产出过程中，有逻辑连词文本所需的认知负荷小于没有逻辑连词的文本，且翻译转折关系所需的认知负荷大于翻译递进关系所需认知负荷（反映在停顿指标上）；3）原文阅读中所需的认知负荷与译文产出中的认知负荷具有正相关关系，且译文产出中所需的认知负荷增加会增强译文的质量。本研究采用眼动技术进行翻译研究拓宽了翻译研究视野，研究结果为翻译人才培养提供了一定的依据。as
关键词：认知负荷，逻辑连词，汉英视译，眼动实验
Abstract
Sight translation requires translators to transpo orally the message written in one language into another language without listening to the original speech. Differences between Chine and English in the u of logical connectives have made a number of rearchers study the translation strategies in English-Chine or Chine-English translation. However, few studies focus on studying the effects of logical connectives in sight translation process from the perspective of cognitive efforts.
This rearch, with the u of eye-tracking equipment, lects two types of logical relations: additional logical relation and contrastive logical relation to study how the logical connectives influence the cognitive efforts during sight translation process. The influence of logical connectives on cognitive efforts during source texts reading and target texts production process, and the relationship between cognitive efforts and quality of target texts production are explored in this rearch. Thirty-six participants are asked to sight translate both types of ntences with or without logical connectives orally, and the cognitive efforts during source texts reading process are measured by indicators in eye movement, namely average fixation duration, fixation count, regressio
n count and pupil size, while tho during target texts production process are reflected by disfluency. Moreover, the quality of target texts production is reflected by accuracy and fidelity of target texts.
As is found in this study: 1) During source texts reading process, texts with explicit logical connectives result in lower cognitive efforts, and for ntences without explicit logical connectives, the contrastive logical relation requires more efforts compared with additional logical relation; 2) During target texts production process, more cognitive efforts are required for ntences with implicit logical relations, and cognitive efforts are higher for contrastive logical relations (reflected by paus); 3) There is a positive correlation between cognitive efforts made during source texts reading process and target texts production process, and more cognitive efforts paid during production process can lead to higher quality of target texts. The rearch
Eye-tracking Experiment
broadens the translation rearch view, and its results are significant for sight translation education.
Key words: cognitive efforts, logical connectives, Chine-English sight translation, eye-tracking experiment快乐英语网
Table of Contents
摘要 (i)
Abstract (ii)
List of Tables (vi)
List of Figures (vii)
畅销书推荐Chapter One Introduction (1)
1.1 Rearch Background (1)
1.2 Purpo and Significance of the Study (3)
1.3 Layout of the Thesis (4)
Chapter Two Literature Review (5)
2.1 Eye-tracking Technology and Eye Movement Indicators (5)
2.1.1 An introduction to eye-tracking technology (5)
意大利语入门学习
2.1.2 An introduction to eye-tracking indicators (6)
2.2 Studies of Cognitive Efforts in Sight Translation (8)
2.2.1 Comparisons of cognitive efforts in different tasks (8)
2.2.2 Interference of source texts (10)
2.3 Studies of Logical Connectives (12)
2.3.1 Definitions and classifications of logical connectives (12)
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2.3.2 Studies of logical connectives in reading comprehension process (14)
2.3.3 Logical connectives in interpretation and sight translation (17)
2.4 Summary (18)
Chapter Three Theoretical Framework (20)
3.1 Eye-mind Hypothesis (20)
3.2 Cognitive Effort Model in Sight Translation (21)
3.3 Relevance Theory (23)
Chapter Four Methodology (25)
4.1 Rearch Questions (25)
4.2 Rearch Design (25)
4.2.1 Participants (25)在线学法语
4.2.2 Stimuli (26)
4.2.3 Equipment (28)
4.2.4 Procedures (29)
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Eye-tracking Experiment
4.2.5 Data collection and analysis (30)
Chapter Five Results (32)
5.1 Cognitive Efforts during Source Texts Reading Process (32)
5.2 Cognitive Efforts during Target Texts Production Process (35)
5.3 Influence of Cognitive Efforts on Quality of Target Texts (38)
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5.3.1 Quality of target texts production (38)
5.3.2 Relations between cognitive efforts and quality of target texts (40)
Chapter Six Discussion (42)
6.1 Cognitive Efforts during Source Texts Reading Process (42)
6.2 Cognitive Efforts during Target Texts Production Process (45)
6.3 Influence of Cognitive Efforts on Quality of Target Texts (47)
6.3.1 Quality of target texts production (47)
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6.3.2 Relations between cognitive efforts and quality of target texts (48)
Chapter Seven Conclusion (50)
7.1 Major Findings (50)
7.2 Implications (51)
7.3 Limitations (52)
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Acknowledgements (53)
References (54)
Appendix (60)
