an empirical investigation of cognitive effort required to translate informative, expressive, and operative text types

This study aimed at investigating and comparing the expenditure of cognitive effort in translating various text types. the text typology of reiss (1971, 2014) including informative, expressive, and operative text types was used as the theoretical framework. a mixed-method approach involving the use of screen recording, keystroke logging, think-aloud protocols, and retrospective interviews was adopted for the investigation. to pursue the research aims, 22 senior translation students were recruited to participate in the study and perform three translation tasks: translating informative, expressive, and operative texts. by using think-aloud protocols, the participants were instructed to speak out during the execution of the tasks. the amount of time spent by each participant and the number of pauses taken by them on each translation task were measured and compared as indicators of cognitive effort. additionally, time and pause analyses were triangulated using technical operation analysis to have a better perception and obtain more reliable results. the findings of this study showed a significant difference in the cognitive effort required to translate informative, expressive, and operative texts. the findings also revealed a higher level of cognitive effort in translating expressive text compared with informative and operative ones

an empirical investigation of cognitive effort required to translate informative, expressive, and operative text types

this study aimed at investigating and comparing the expenditure of cognitive effort in translating various text types. the text typology of reiss (1971, 2014) including informative, expressive, and operative text types was used as the theoretical framework. a mixed-method approach involving the use of screen recording, keystroke logging, think-aloud protocols, and retrospective interviews was adopted for the investigation. to pursue the research aims, 22 senior translation students were recruited to participate in the study and perform three translation tasks: translating informative, expressive, and operative texts. by using think-aloud protocols, the participants were instructed to speak out during the execution of the tasks. the amount of time spent by each participant and the number of pauses taken by them on each translation task were measured and compared as indicators of cognitive effort. additionally, time and pause analyses were triangulated using technical operation analysis to have a better perception and obtain more reliable results. the findings of this study showed a significant difference in the cognitive effort required to translate informative, expressive, and operative texts. the findings also revealed a higher level of cognitive effort in translating expressive text compared with informative and operative ones