Research on Translator and Interpreter Training 1st Edition by Jackie Xiu Yan, Jun Pan, Honghua Wang ISBN 9811349738 978-9811349737

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ISBN 10: 9811349738
ISBN 13: 978-9811349737
Author: Jackie Xiu Yan, Jun Pan, Honghua Wang

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 conductedby 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.

Research on Translator and Interpreter Training 1st Table of contents:

1 Introduction

References

Research on Translator and Interpreter Training: Bibliometric Reviews

2 Studies on Translator and Interpreter Training: A Data-Driven Review of Journal Articles 2000–12

2.1 Introduction

2.2 The Study

2.2.1 Database Construction

2.2.2 Data Analysis

2.3 Results

2.3.1 Basic Statistics

2.3.2 Distribution of Research Themes and Research Methods

2.3.2.1 Research Themes in the Database

2.3.2.2 Research Methods in the Database

2.3.3 Authorship and Geographic Distribution of the Articles

2.4 Discussion: Current Trends and Future Directions

2.5 Conclusion

Funding

Appendix 1: A Sample Data Entry in the Access File

Appendix 2: Thematic Categories, Methodological Categories and Their Numbers of Entries in the Datab

References

3 Research on Translator Training After the New Millennium: A Corpus-Based Review of Eight Journals

3.1 Introduction

3.2 The Study

3.2.1 Background

3.2.2 Data Analysis

3.3 Results

3.3.1 Basic Statistics

3.3.2 Comparisons of Research Themes of the Five Continents

3.3.2.1 Research Themes Identified

3.3.2.2 Comparisons of Research Focuses of the Five Continents

3.4 Discussion

3.4.1 The General Picture

3.4.2 Continental Features

3.4.2.1 Europe

3.4.2.2 Asia

3.4.2.3 The Americas, Oceania and Africa

3.5 Conclusion

Appendix 1: Number of Entries in the Corpus by Thematic Categories

Appendix 2: List of Contributions by Country*

References

4 Research on Interpreter Training: A Review of Studies in the New Millennium

4.1 Introduction

4.2 Method

4.2.1 The Database

4.2.2 Data Analysis

4.3 Results

4.3.1 The Composition of the Database

4.3.2 The Development Trend Over the Past 15 Years

4.3.3 Thematic Features Identified

4.3.4 Title Analysis

4.3.5 Active Authors, Institutions and Countries/Areas

4.4 Discussion and Conclusions

4.4.1 The General Picture

4.4.2 Current Trends in Research on Interpreter Training

4.4.2.1 The Dominance of the Teaching Perspective

4.4.2.2 Technology

4.4.2.3 Learner Factors

4.4.2.4 Assessment: An Underexplored Aspect

4.4.3 Active Authors and Geographic Features

Appendix: Number of Entries in the Corpus by Thematic Categories

References

5 Beyond the Landscape “of Light”: A Review of Pedagogical Research Articles in Meta 

5.1 Introduction

5.1.1 Beyond the Landscape “of Light”

5.1.2 “Back to the Future” Through Academic Journals

5.2 Research Methodology

5.3 Results

5.3.1 A Thematic Review of Pedagogical Research in Meta

5.3.2 A Thematic Comparison of Pedagogical Research Between Meta and the Other Nine T&I Journals

5.3.2.1 Differences Between Meta and the Other Nine T&I Journals in Research Themes

5.3.3 Differences Between Meta and Other Nine T&I Journals in Research Methods

5.4 Conclusion

Acknowledgements

References

Research on Translator and Interpreter Training: Empirical Studies on Learners

6 Learner Factors, Self-perceived Language Ability and Interpreting Learning: An Investigation of Ho

6.1 Introduction

6.2 Literature Review

6.2.1 Interpreting and Second Language Acquisition (SLA)

6.2.2 Individual Learner Factors in SLA Learning and Interpreting Classrooms

6.3 Method

6.3.1 Participants

6.3.2 Instruments and Procedure

6.4 Results

6.4.1 Reasons for Learning Interpreting

6.4.2 Gender Difference in Achievements in Learning Interpreting

6.4.3 Problems Most Frequently Encountered, Problems of Most Concern, and Problems Perceived to Be M

6.4.4 Personal Habits that Impact on Language and Interpreting Learning

6.4.5 Impact of Self-perceived Language Ability on Interpreting Learning

6.4.6 Components that Contribute to Predicting Success in Interpreting on Learning

6.5 Discussion

6.6 Conclusion

References

7 Learner Variables and Problems Perceived by Students: An Investigation of a College Interpreting P

7.1 Introduction

7.2 Research Background

7.2.1 Learners’ Language Needs in Interpreting Classes

7.2.2 Perceptions of Problems in Interpreting Learning

7.2.3 Learner Variables in Interpreting Learning

7.3 The Study

7.4 Method

7.4.1 Participants

7.4.2 Instruments

7.4.3 Procedures

7.4.3.1 Piloting

7.4.3.2 Main Study

7.4.4 Data Analysis

7.5 Quantitative Data Analysis Results

7.5.1 Learner’s Perceptions of Problems

7.5.2 Learner Variables and Perceptions of Problems

7.5.3 Socio-Biographic Variables and Perceptions of Problems

7.5.3.1 Gender and Perceptions of Problems

7.5.3.2 Major and Perceptions of Problems

7.5.3.3 Parents’ English Literacy and Perceptions of Problems

7.5.3.4 Language Self-evaluation and Perceptions of Problems

7.5.3.5 Interest, Confidence and Perceptions of Problems

7.6 Qualitative Data Analysis Results

7.6.1 Vocabulary

7.6.2 Major and Interpreting Learning

7.6.3 Affective Factors

7.7 Discussion and Conclusion

Appendix 1: Problem Types and Codes Used in the Study

Appendix 2: Student Focus Group Interview Guide

References

8 The Interplay Between Foreign Language Anxiety, Willingness to Communicate and Other Learner Facto

8.1 Introduction

8.2 Literature Review

8.2.1 Interpreting Classroom Research

8.2.2 Learner Factors and Interpreter Training

8.2.2.1 Anxiety

8.2.2.2 WTC

8.3 Method

8.3.1 Participants

8.3.2 Instruments

8.3.3 Data Collecting Procedure

8.4 Results

8.4.1 Foreign Language Anxiety and WTC

8.4.2 Foreign Language Anxiety, WTC and Learning Outcomes in Interpreting Classrooms

8.4.3 Foreign Language Anxiety, WTC and Other Learner Factors in Interpreting Classrooms

8.5 Discussion

8.6 Conclusion

References

9 Second Language Writing Anxiety and Translation: Performance in a Hong Kong Tertiary Translation C

9.1 Introduction

9.2 Literature Review

9.2.1 Research on Second Language Anxiety

9.2.2 Research on Second Language Writing Anxiety

9.2.3 Second Language Anxiety and Translation Training

9.3 Method

9.3.1 Participants

9.3.2 Instruments and Procedure

9.4 Results

9.4.1 Language Anxiety and Translation Performance

9.4.2 Language Ability and Translation Performance

9.4.3 Reading Habits, Writing Habits and Translation Performance

9.4.4 Components that Contribute to Predicting Chinese-to-English Translation Performance

9.5 Discussion

9.6 Conclusion

Appendix

References

10 Conclusion

10.1 The Database TIEJAD

10.2 The Empirical Studies on Training: Future Development

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Tags: Jackie Xiu Yan, Jun Pan, Honghua Wang, Interpreter Training