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analysis shows that Sophisticated Word Type and Mean Length of a T-unit are,
respectively, the lexical and the syntactic variables having the highest
correlations with all the three dependent variables (i.e. perceived difficulty,
accuracy and fluency in ST performance). Surprisingly, the discoursal variables
are weakly or modestly correlated with the dependent variables. Thematic
analysis of the students’ reflective essays points to two hypothesized causal
links among the three Ps in ST: task properties may cause
decoding difficulties and cognitive overload in the cognitive
process, which in turn lead to inaccuracy and dysfluency in
ST performance. The research findings lend empirical support to
the “shallow-scan hypothesis” in previous research. Finally, this study proposes
a three-tier conceptual framework to inform and guide future research to
operationalize variables in ST empirical studies. The pedagogical implications
of ST are also discussed.
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Cited by 6 other publications
Abdel Latif, Muhammad M. M.
2020. Translation and Interpreting Assessment Research. In Translator and Interpreter Education Research [New Frontiers in Translation Studies, ], ► pp. 61 ff.
Fang, Jing & Xiaomin Zhang
2021. Pause in Sight Translation: A Longitudinal Study Focusing on Training Effect. In Diverse Voices in Chinese Translation and Interpreting [New Frontiers in Translation Studies, ], ► pp. 157 ff.
2022. Interpreting testing and assessment: A state-of-the-art review. Language Testing 39:1 ► pp. 30 ff.
Jiang, Xinlei & Yue Jiang
2020. Effect of dependency distance of source text on disfluencies in interpreting. Lingua 243 ► pp. 102873 ff.
Zhou, Xiangyan, Xiangling Wang & Xiaodong Liu
2022. The impact of task complexity and translating self-efficacy belief on students’ translation performance: Evidence from process and product data. Frontiers in Psychology 13
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