Border areas have provided significant new research questions as well as fruitful insights and hypotheses. The cognitive and neuropsychologic study of translation process is a good example of this kind. This paper has...Border areas have provided significant new research questions as well as fruitful insights and hypotheses. The cognitive and neuropsychologic study of translation process is a good example of this kind. This paper has surveyed various researches on translation process. Studies related to ＂the black box of translation＂ are divided into two categories, i.e., studies adopting think-aloud protocols, and studies from the physiology and neuroscientific perspectives. It has been noted that those studies on translation process have made some progress in the past years Firstly, the participants have undergone a change from language learners to professional translators or interpreters Secondly, the purposes of the studies have a tendency of gradually becoming specific. Thirdly, more rigorous methodologies have been developed, with more and more new technological approaches being applied展开更多
In the present study, some junior students of the English major were asked to verbalize or write their thoughts after interpreting. Besides, students＇ errors were also identified through observations by the researche...In the present study, some junior students of the English major were asked to verbalize or write their thoughts after interpreting. Besides, students＇ errors were also identified through observations by the researchers. As a result some of the mistakes made by students were found： lacking humor and variety in their interpreting, little vocabulary and variation in expression, etc.. Reasons were also analyzed which included that students were generally not familiar with some of the often-used sentence patterns for tour guide interpretation, and teachers are not using the suitable ways of teaching tour guide interpreting. To conclude, ways to solve these problems were recommended for readers＇ reference.展开更多
This paper used case study to investigates the relationship between EFL Reading and EFL Writing in terms of differences in writing strategies with the goal of throwing some light into the flied that has been relativel...This paper used case study to investigates the relationship between EFL Reading and EFL Writing in terms of differences in writing strategies with the goal of throwing some light into the flied that has been relatively untouched.Data were collected from think-aloud protocols of four Chinese undergraduate university students,two proficient readers and two less proficient readers.They first took an English Reading Comprehension Test and English Writing Test to evaluate their reading and writing perfor?mance.Then they were trained to think-aloud in the composing process.Subsequently,they did think aloud as they wrote another essay.The major finding of the study consists with the evidences of other studies that reading and writing are interrelated.And fur?ther revealed that reading influence application of writing strategies and writing performance,which provide pedagogical implica?tion for EFL researchers and educators.展开更多
The think-aloud method has been widely used in cognitivestudies, and in particular, in the studies of the on-goingprocesses in reading comprehension. It is an effective tool, ifused properly, in revealing how the read...The think-aloud method has been widely used in cognitivestudies, and in particular, in the studies of the on-goingprocesses in reading comprehension. It is an effective tool, ifused properly, in revealing how the reader processes the textinformation and solves his/her comprehension problems usingdifferent kinds of strategies during text processing. As a result,it allows us to have a glimpse of the reader’s cognitive processesduring text processing that we cannot see under other situations,and allows us to find out the processing strengths of the reader aswell as the limitations and problems of his/her processingstrategies. Therefore, it can be useful in diagnosing students’reading problems. Although the think-aloud method is popular in cognitivestudies, it is difficult to manage. This paper offers somesuggestions on designing a program for diagnosing readingproblems to control the factors that affect the think-aloudperformance.展开更多
This paper describes how a group of Chinese tertiary-level EFL readers utilized metacognitive knowledge in their academic reading process by contrasting the possible metacognitive differences between two less successf...This paper describes how a group of Chinese tertiary-level EFL readers utilized metacognitive knowledge in their academic reading process by contrasting the possible metacognitive differences between two less successful and two successful Chinese EFL readers. Data were collected through think-alouds, interviews and observations. It was found that although vocabulary posed difficulties for both successful and less successful readers, the deployment of strategic knowledge of tackling the unknown words made a difference between successful and less successful readers. The participants＇ person knowledge about motivation such as reader interest, goal of reading and reader role could exert influences on their reading. Implications of the findings for tertiary EFL reading pedagogy in China are discussed.展开更多
This article attempts to find out if there are gender differences in using reading strategies and if any what they are. The questionnaire and think-aloud research methods are adopted. Result shows that although the di...This article attempts to find out if there are gender differences in using reading strategies and if any what they are. The questionnaire and think-aloud research methods are adopted. Result shows that although the difference between boys and girls in the overall use of reading comprehension strategies was not significant, a strong tendency was observed indicating the greater extent of strategy use among girls in both the results from the questionnaire and think-aloud technique. Girls used reading strategies more frequently than boys. Boys and girls used strategies differently, especially in the strategies for establishing coherence in the text.展开更多
This study is undertaken to find out writers' attention patterns in these two different writing methods (the direct method and the translation-based method) during the writing process through the think-aloud metho...This study is undertaken to find out writers' attention patterns in these two different writing methods (the direct method and the translation-based method) during the writing process through the think-aloud method and EFL learners' perception of the advantages and disadvantages of those two writing methods.The results show that the subjects' attention patterns in the direct method and in the translation-based method are quite different and the differences are mainly embodied in the linguistic level attention and personal comment.As far as the subjects are concerned,writing directly in English is easier and faster than writing through translation,and the direct writing method often helps them learn English language and forces them to focus on English expression.In contrast,for the translation-based writing method,the subjects as a whole relate that they have a wide range of vocabulary and expressions,have a greater number of ideas,and can think through ideas clearly.展开更多
文摘Border areas have provided significant new research questions as well as fruitful insights and hypotheses. The cognitive and neuropsychologic study of translation process is a good example of this kind. This paper has surveyed various researches on translation process. Studies related to ＂the black box of translation＂ are divided into two categories, i.e., studies adopting think-aloud protocols, and studies from the physiology and neuroscientific perspectives. It has been noted that those studies on translation process have made some progress in the past years Firstly, the participants have undergone a change from language learners to professional translators or interpreters Secondly, the purposes of the studies have a tendency of gradually becoming specific. Thirdly, more rigorous methodologies have been developed, with more and more new technological approaches being applied
文摘In the present study, some junior students of the English major were asked to verbalize or write their thoughts after interpreting. Besides, students＇ errors were also identified through observations by the researchers. As a result some of the mistakes made by students were found： lacking humor and variety in their interpreting, little vocabulary and variation in expression, etc.. Reasons were also analyzed which included that students were generally not familiar with some of the often-used sentence patterns for tour guide interpretation, and teachers are not using the suitable ways of teaching tour guide interpreting. To conclude, ways to solve these problems were recommended for readers＇ reference.
文摘This paper used case study to investigates the relationship between EFL Reading and EFL Writing in terms of differences in writing strategies with the goal of throwing some light into the flied that has been relatively untouched.Data were collected from think-aloud protocols of four Chinese undergraduate university students,two proficient readers and two less proficient readers.They first took an English Reading Comprehension Test and English Writing Test to evaluate their reading and writing perfor?mance.Then they were trained to think-aloud in the composing process.Subsequently,they did think aloud as they wrote another essay.The major finding of the study consists with the evidences of other studies that reading and writing are interrelated.And fur?ther revealed that reading influence application of writing strategies and writing performance,which provide pedagogical implica?tion for EFL researchers and educators.
文摘The think-aloud method has been widely used in cognitivestudies, and in particular, in the studies of the on-goingprocesses in reading comprehension. It is an effective tool, ifused properly, in revealing how the reader processes the textinformation and solves his/her comprehension problems usingdifferent kinds of strategies during text processing. As a result,it allows us to have a glimpse of the reader’s cognitive processesduring text processing that we cannot see under other situations,and allows us to find out the processing strengths of the reader aswell as the limitations and problems of his/her processingstrategies. Therefore, it can be useful in diagnosing students’reading problems. Although the think-aloud method is popular in cognitivestudies, it is difficult to manage. This paper offers somesuggestions on designing a program for diagnosing readingproblems to control the factors that affect the think-aloudperformance.
基金supported by China Ministry of Education Humanities and Social Science Research Grant 14YJA740018Hubei Provincial Department of Education Humanities and Social Science Research Grant 14Z031Zhongnan University of Economics and Law Teaching Reform Grant 21122910205~~
文摘This paper describes how a group of Chinese tertiary-level EFL readers utilized metacognitive knowledge in their academic reading process by contrasting the possible metacognitive differences between two less successful and two successful Chinese EFL readers. Data were collected through think-alouds, interviews and observations. It was found that although vocabulary posed difficulties for both successful and less successful readers, the deployment of strategic knowledge of tackling the unknown words made a difference between successful and less successful readers. The participants＇ person knowledge about motivation such as reader interest, goal of reading and reader role could exert influences on their reading. Implications of the findings for tertiary EFL reading pedagogy in China are discussed.
文摘This article attempts to find out if there are gender differences in using reading strategies and if any what they are. The questionnaire and think-aloud research methods are adopted. Result shows that although the difference between boys and girls in the overall use of reading comprehension strategies was not significant, a strong tendency was observed indicating the greater extent of strategy use among girls in both the results from the questionnaire and think-aloud technique. Girls used reading strategies more frequently than boys. Boys and girls used strategies differently, especially in the strategies for establishing coherence in the text.
文摘This study is undertaken to find out writers' attention patterns in these two different writing methods (the direct method and the translation-based method) during the writing process through the think-aloud method and EFL learners' perception of the advantages and disadvantages of those two writing methods.The results show that the subjects' attention patterns in the direct method and in the translation-based method are quite different and the differences are mainly embodied in the linguistic level attention and personal comment.As far as the subjects are concerned,writing directly in English is easier and faster than writing through translation,and the direct writing method often helps them learn English language and forces them to focus on English expression.In contrast,for the translation-based writing method,the subjects as a whole relate that they have a wide range of vocabulary and expressions,have a greater number of ideas,and can think through ideas clearly.
