Information Behaviour in Bidirectional Translators: Focus on Online Resources

Autor/inn/en	Whyatt, Boguslawa; Witczak, Olga; Tomczak, Ewa
Titel	Information Behaviour in Bidirectional Translators: Focus on Online Resources
Quelle	In: Interpreter and Translator Trainer, 15 (2021) 2, S.154-171 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Whyatt, Boguslawa) ORCID (Witczak, Olga) ORCID (Tomczak, Ewa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-399X
DOI	10.1080/1750399X.2020.1856023
Schlagwörter	Translation; Information Needs; Information Utilization; Native Language; Polish; English (Second Language); Internet; Cognitive Processes; Difficulty Level; Time + Suchen Sie Ihr Suchwort? Information need; Informationsbedürfnis; Informationsnutzung; Polnisch; English as second language; English; Second Language; Englisch als Zweitsprache; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Zeit
Abstract	Effective information behaviour is crucial in all translation competence models but our understanding of how information skills develop and how translators interact with information found in online resources is still limited. In this article we focus on information behaviour (needs and use) of bidirectional translators who frequently translate into their native (L1) and their non-native language (L2). The theoretical underpinnings come from information studies: (1) information is needed when cognitive uncertainty arises and -- when found -- it allows the translator to make an informed decision; (2) translators are driven by economy of effort and will minimise the cost of searching for information. The empirical evidence comes from a study of 30 professional bidirectional translators who translated two texts into their native language of low diffusion (Polish) and into their non-native major language (English). A close analysis of their information behaviour included data obtained by keylogging, eye-tracking and screen recording, and showed that using online resources adds more cognitive effort when translators work into their L2. We use the results to draft a model of information behaviour which shows how the use of online resources is affected by the translation direction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01