Although generally agreed to be an essential part of translation, revision receives little attention in translation studies with only a few exceptions such as Breedveld (2002) and Englund Dimitrova (2005). This study aims to establish what revision means to practicing translators, and their views as to what revision involves, in terms of the numbers of revisions they do, the length of their drawer-time (how long they put their draft away) and the aspects they check for in revision. Data show that translators typically claim to revise their draft translation once or twice. They do not normally have extended drawer-time. If they do, it would be overnight at most. They also describe themselves as having certain specific aspects in mind when they revise.

Many translation textbooks consist of chapters dedicated to web resources and web search in general. However, surprisingly little is known about how (trainee) translators actually conduct web search. The present study, therefore, adopts an evidence-based approach to empirically examine how the web is used by trainee translators particularly for terminology purposes. Unlike previous studies that focus on translators' idiosyncrasies and styles, this study taps into the idea of web search optimisation. In other words, it aims to depict what characterises a more optimal web search for translation and asks about what (strategic) web search process trainee translators could engage in in order to optimise their search results. 18 postgraduate translation students were asked to translate three texts on three separate occasions. Their translation and web search processes were screen-recorded and partially verbalised. Data suggest that more optimal web search is characterised by an 'explorer's approach' and more profound engagement with 'secondary actions' rather than 'primary actions'.

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Web search for translation: an exploratory study on six Chinese trainee translators' behaviourTranslators' information skills have long been recognised as one of the most important competence for translators these days (e.g. Gouadec 2007, Pym 2011, Garcia 2009, Mikhailov 2015. Of particular interest is the perception of the web as an invaluable tool for locating and confirming terms for specialised translation (Harman 2002). The intention for this paper is to investigate Chinese trainee translators' web-search behaviour in this context. Screen recording was supplemented by think-aloud protocols as data collection methods. The data suggest that Chinese trainee translators use a variety of web resources, which largely tallies with previous researchers' findings (e.g. Massey and Ehrensberger-Dow 2011, Daems et al. 2016). Two types of web-search behaviours are identified. In addition, interesting idiosyncratic behaviours are found in terms of how and potentially why different types of web resources are used in conjunction with each other by individual trainees. Relevant pedagogical implications are drawn as a result.Keywords: web search, screen recording, information literacy, translation pedagogy, cognitive behaviour. IntroductionIn the volume, Describing Cognitive Processes in Translation, Ehrensberger-Dow et al (2015) address translation as an act and event. On the one hand, translation as an act reflects a more traditional focus of research on translators' mental processes, whereby translators were largely perceived as individuals who work in isolation. On the other hand, translation as an event reflects a more recent line of research, whereby translators are regarded as working in a wider social context, interacting with other agents and with technology. These two lines of interest in translation process research are largely consistent with Chesterman's (2009) proposition of "Translator Studies" consisting of cultural, cognitive and sociological strands, as opposed to "Translation Studies". The present study can be positioned in the cognitive and potentially sociological strands of "Translator Studies", since it taps into the field of human and computer 1 interaction, whereby web-search behaviours are observable acts and events at the interface between the translator as an individual and the wider information source, the World Wide Web. Web Searches in TranslationRecognised as a key translation competence, translators' use of documentation and information sources has long been investigated in translation process research by scholars (e.g. Krings In particular, in their questionnaire studies, it was found that the single most important information need for translator training is ʻinformation searchʼ (Pinto & Sales 2008a, 60).Zanettin (2002) describes how the web can be used to compile mini-corpora for translator training. In a similar vein, Buendía-Castro & López Rodríguez (2013) highlight that in addition to compiling a corpus, the web can also be used as a corpus for translators. However, there are very fe...

This project investigates two young professional translators' problem-solving and decisionmaking behaviour during revision processes. It sets out to qualitatively describe the complexity of interplay involved in problem solving and decision making in translation revision, using think-aloud protocols as a research method. The data I elicited suggest that, for a revision point to occur, the translator first has to find a translation problem. However, the translation problem itself can evolve over time in the revision process, in either a divergent or convergent manner. In other words, a single translation problem can be subdivided into several smaller problems and be tackled individually. Meanwhile, the translator may choose to merge several problems into a single problem that requires a holistic problem-solving approach. In terms of decision making, the translator does not generally verbalise his/her reasons for choosing a translation solution. Nevertheless, s/he has an appropriateness threshold in mind, so that s/he can judge and compare the appropriateness of translation choices and make a decision accordingly. A tentative model of end-revision problem solving and decision making has been produced to summarise the findings of this project.