CTTL E 2025
This is a BETA Version. We have ongoing publication. Articles are published as they pass review.
A scientometric analysis of 792 MTI (English translation) theses (2013-2022): A case study of five universities in Hubei Province of China
Zhao-yi Wang1, 2, Yan Ying 2
Wugang No. 3 Junior High School 1
Hubei University 2
Abstract:
This study conducts a scientometric analysis of the writing types, citation theoretical frameworks, research foci, and weak points of Master of Translation and Interpreting (MTI) degree theses, taking five universities in Hubei Province of China as an example. The analysis is based on a dataset comprising 792 MTI (English Translation) theses indexed in the CNKI database from 2013 to 2022. Utilizing CiteSpace, the research reveals that: 1) from 2013 to 2022, graduates from the surveyed universities predominantly adopted the translation practice report, accounting for 97%; 2) Students integrate relevant theoretical frameworks to analyze and discuss problems or difficulties encountered in their translation practice, summarizing translation strategies, methods, or techniques; 3) It is observed that current MTI theses exhibit a discrepancy between the five prescribed writing types and real-world writing preferences, confusion between translation theories and translation concepts, and inadequate MT literacy in thesis writing. Following the 2024 edition of the “0551 Requirements for Master of Translation and Interpreting”, this paper provides detailed discussions on problems of surveyed theses, aiming to align with the current situation of MTI education reform and offer practical suggestions for MTI thesis writing.
Keywords: MTI Theses, CiteSpace, Thesis Writing Types, Translator Training, MTI Education
Language and cultural interference influence on inhibition of cognitive processes in simultaneous interpreting classes
Serhii Skrylnyk
Taras Shevchenko National University of Kyiv
Abstract:
This paper analyzes the impact of language and cultural interference on the inhibition of cognitive processes during simultaneous interpreting with the participation of bilingual students studying at the Taras Shevchenko University of Kyiv in Ukraine. This study investigates how language interference as a negative language contact phenomenon inhibits the interpreter’s control of their source language while interpreting into the target language. Verbally competent B2-C2 English students were offered culturally colored interpretive speeches for two hours daily five times a week for two semesters. At first, the participants showed a 50% loss of culture-specific details and a 10-15% loss of inhibition control because source language cross-contamination could not be inhibited. However, using the inhibition techniques of anticipation, error analysis, training inhibition, and other cognitive strategies, the third month showed a significant improvement in cultural retention by 25-34% and inhibition control by 40% at the maximum. At the end of this experiment, the participants managed to suppress 80% of language cross-contamination, which proved the strategies efficient in the training program. Bilingual interpreters also require cognitive control and competency, and this presents both training and supervision management challenges when dealing with language interference.
Keywords: bilingualism, cognitive inhibition, interpreter training, language interference, simultaneous interpreting
Book Reviews
Ali Almanna & Juliane House. (2024). Linguistics for translators. Routledge. pp. xiv+287. ISBN:978-1-032-13182-5 (hbk).
Alejandro Bolaños García-Escribano. (2024). Practices, education and technology in audiovisual translation. Routledge. pp. 260. ISBN 978-1-0324-3494-0.
This is a BETA Version. We have ongoing publication. Articles are published as they pass review.
A scientometric analysis of 792 MTI (English translation) theses (2013-2022): A case study of five universities in Hubei Province of China
Zhao-yi Wang1, 2, Yan Ying 2
Wugang No. 3 Junior High School 1
Hubei University 2
Abstract:
This study conducts a scientometric analysis of the writing types, citation theoretical frameworks, research foci, and weak points of Master of Translation and Interpreting (MTI) degree theses, taking five universities in Hubei Province of China as an example. The analysis is based on a dataset comprising 792 MTI (English Translation) theses indexed in the CNKI database from 2013 to 2022. Utilizing CiteSpace, the research reveals that: 1) from 2013 to 2022, graduates from the surveyed universities predominantly adopted the translation practice report, accounting for 97%; 2) Students integrate relevant theoretical frameworks to analyze and discuss problems or difficulties encountered in their translation practice, summarizing translation strategies, methods, or techniques; 3) It is observed that current MTI theses exhibit a discrepancy between the five prescribed writing types and real-world writing preferences, confusion between translation theories and translation concepts, and inadequate MT literacy in thesis writing. Following the 2024 edition of the “0551 Requirements for Master of Translation and Interpreting”, this paper provides detailed discussions on problems of surveyed theses, aiming to align with the current situation of MTI education reform and offer practical suggestions for MTI thesis writing.
Keywords: MTI Theses, CiteSpace, Thesis Writing Types, Translator Training, MTI Education
Language and cultural interference influence on inhibition of cognitive processes in simultaneous interpreting classes
Serhii Skrylnyk
Taras Shevchenko National University of Kyiv
Abstract:
This paper analyzes the impact of language and cultural interference on the inhibition of cognitive processes during simultaneous interpreting with the participation of bilingual students studying at the Taras Shevchenko University of Kyiv in Ukraine. This study investigates how language interference as a negative language contact phenomenon inhibits the interpreter’s control of their source language while interpreting into the target language. Verbally competent B2-C2 English students were offered culturally colored interpretive speeches for two hours daily five times a week for two semesters. At first, the participants showed a 50% loss of culture-specific details and a 10-15% loss of inhibition control because source language cross-contamination could not be inhibited. However, using the inhibition techniques of anticipation, error analysis, training inhibition, and other cognitive strategies, the third month showed a significant improvement in cultural retention by 25-34% and inhibition control by 40% at the maximum. At the end of this experiment, the participants managed to suppress 80% of language cross-contamination, which proved the strategies efficient in the training program. Bilingual interpreters also require cognitive control and competency, and this presents both training and supervision management challenges when dealing with language interference.
Keywords: bilingualism, cognitive inhibition, interpreter training, language interference, simultaneous interpreting
Book Reviews
Ali Almanna & Juliane House. (2024). Linguistics for translators. Routledge. pp. xiv+287. ISBN:978-1-032-13182-5 (hbk).
Alejandro Bolaños García-Escribano. (2024). Practices, education and technology in audiovisual translation. Routledge. pp. 260. ISBN 978-1-0324-3494-0.
