Note-taking effort in video remote interpreting: effects of source speech difficulty and interpreter work experience

Kuang, Huolingxiao; Zheng, Binghan

doi:10.1080/0907676x.2022.2053730

Cited by 13 publications

(15 citation statements)

References 22 publications

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“…Among psycho-physiological techniques, eye-tracking has long attracted the interest of interpreting researchers given that our eye-movements, or gaze behavior, can reflect the continuous processes in our mind ( Hyönä et al, 1995 ; Dragsted and Hansen, 2009 ; Chen, 2020 ; Tiselius and Sneed, 2020 ; Amos et al, 2022 ; Kuang and Zheng, 2022 ). Specifically, eye-tracking is noninvasive and has proved to be useful for describing “how the interpreter utilizes his or her processing resources, and what factors affect the real-time performance” ( Hyönä et al, 1995 , p. 8).…”

Section: Measurement Methodsmentioning

confidence: 99%

A Synthetic Review of Cognitive Load in Distance Interpreting: Toward an Explanatory Model

Zhu

Aryadoust²

2022

Front. Psychol.

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Distance Interpreting (DI) is a form of technology-mediated interpreting which has gained traction due to the high demand for multilingual conferences, live-streaming programs, and public service sectors. The current study synthesized the DI literature to build a framework that represents the construct and measurement of cognitive load in DI. Two major areas of research were identified, i.e., causal factors and methods of measuring cognitive load. A number of causal factors that can induce change in cognitive load in DI were identified and reviewed. These included factors derived from tasks (e.g., mode of presentation), environment (e.g., booth type), and interpreters (e.g., technology awareness). In addition, four methods for measuring cognitive load in DI were identified and surveyed: subjective methods, performance methods, analytical methods, and psycho-physiological methods. Together, the causal factors and measurement methods provide a multifarious approach to delineating and quantifying cognitive load in DI. This multidimensional framework can be applied as a tool for pedagogical design in interpreting programs at both the undergraduate and graduate levels. It can also provide implications for other fields of educational psychology and language learning and assessment.

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Section: Measurement Methodsmentioning

confidence: 99%

A Synthetic Review of Cognitive Load in Distance Interpreting: Toward an Explanatory Model

Zhu

Aryadoust²

2022

Front. Psychol.

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“…Further, very few studies (e.g. Kuang & Zheng, 2022) have been made that employ direct and straightforward methods to explore the likely difficulties which consecutive interpreters encounter in real-time interpreting and the underlying causes thereof.…”

Section: Previous Studies On Difficulties With Note-taking and Note-r...mentioning

confidence: 99%

“…The most recent study of the difficulty with note-taking per se is conducted by Kuang & Zheng (2022) which used Wacom digital pen and Tobii eye-tracker to compare how professional and student interpreters dealt with easy and difficult tasks in video remote interpreting. The findings from this study suggest that if the task difficulty increases, the student interpreters reduce their efforts in taking notes; the time taken between their decision as to whether to note or not and the actual act of taking notes becomes longer; and their visual attention obviously decreases (2022:1).…”

Section: Previous Research On Note-taking and Note-related Difficultiesmentioning

confidence: 99%

“…It requires the interpreter to comprehend the source message first, prior to (re-) formulating and (re-) organizing the message to be delivered in the target language. In so doing, a considerable host of utterances will get lost from the interpreter's memory within fractions of a second and superseded by other incoming chunks of source information (SI) (Gile, 1997;Chen, 2020;Hu, 2008;Kuang & Zheng, 2022) if the interpreter cannot resort to the notes that are taken in the form of tokens, characters, figures etc. for the most essential parts of the SI.…”

Section: Introductionmentioning

confidence: 99%

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Using Stimulated Recall to Probe Note-taking and Note-related Difficulties Perceived by Professional Trainee Interpreters

Zheng¹,

Xu²,

Hu³

2022

IJCETI

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This study is an attempt to explore note-taking and note-related difficulties perceived by six professional trainee interpreters (PTIs) during a Chinese-English consecutive interpreting task and the possible causes behind them. It deployed “stimulated recall” (SR) and an immediate post-SR interview to elicit and collect data from the PTIs. Analysis of the two differing yet cross-checking data sets reveals that the difficulties perceived by the participants are: 1) trainee-related difficulty: their partial or complete failure to recall the source information (SI) because of the deficit in memory capacity and the subsequent failure to jot down notes; 2) context-related difficulty: inability to re-identify the notes from whose cues to retrieve the encoded SI for delivery; and 3) task-related difficulty: improper ways of note-taking. Further analysis of the same data sets indicates that the difficulties with note-taking and note-related interpreting activities are largely occasioned by cognitive and non-cognitive factors. The cognitive factors include the participants’ limited working memory capacity and ineptness in managing the distribution of restricted cognitive resources between listening and writing whereas the genre-specific linguistic structures of the SI, the densely embedded propositions within the task materials, the hidden inter-sentence links and the participants’ unfamiliarity with the subject matter and maladjustment to the genre constitute the non-cognitive factors. The findings of this study provides insights for interpreting training.

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“…It is not certain whether the relatively high number of VMI articles in 2020 was related to COVID-19, given that none of these five articles mentioned the pandemic. In the years of 2021 and 2022, however, four of the six reviewed articles did use the expression "pandemic" and/or "COVID-19" in their main texts [10,11,19,22].…”

Section: Descriptive Statistics On Publication and Citationmentioning

confidence: 99%

Video-Mediated Interpreting

2022

Int. J. Emerg. Technol. Learn.

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To better understand the empirical findings on video mediated interpreting (VMI) and accordingly offer pedagogical implications, a systematic and critical review was conducted on 27 relevant studies published in established journals from 2005 to 2022. Three major findings were obtained. First, VMI studies have increased in number steadily since 2017, and VMI issues have been explored by researchers from various fields, such as translation studies, sociology, and medicine. Second, the VMI studies during these 17 years had both strengths and potential problems in their research designs. Third, VMI research centered upon six issues, including (1) time, (2) financial cost and benefits, (3) physical and psychological costs, (4) communication quality and users’ satisfaction, (5) acceptance, and (6) strategies. Based on the existing findings on these issues, pedagogical implications for interpreter education were discussed, in particular the importance of VMI practice and the use of strategies that facilitate VMI-based communication.

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Note-taking effort in video remote interpreting: effects of source speech difficulty and interpreter work experience

Cited by 13 publications

References 22 publications

A Synthetic Review of Cognitive Load in Distance Interpreting: Toward an Explanatory Model

A Synthetic Review of Cognitive Load in Distance Interpreting: Toward an Explanatory Model

Using Stimulated Recall to Probe Note-taking and Note-related Difficulties Perceived by Professional Trainee Interpreters

Video-Mediated Interpreting

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