"Through cohesive yet wide-ranging contributions focused on the rapidly growing area of eye tracking in Translation Studies, this volume provides readers with an insightful cross-section of the state of the art in this multidisciplinary field. Showcasing the great potential and challenges of this still nascent paradigm, it offers novel, practical methods and approaches to conduct ambitious, experimental studies. Through a variety of methodologically-oriented chapters and case studies, categorised into three key areas - 'Method', 'Process' and 'Product' -, the book presents some of the most up-to-date eye-tracking methods and results in Translation Studies, including experiment design, statistical and analytical approaches, the translation process, audience and reader response, and audiovisual translation. The reproducible research protocols, re-iterative approaches and ambitious triangulations of data included in this volume seek to inspire new research using eye tracking in Translation Studies by providing the necessary methodological support and ideas for new avenues of inquiry"--.

• Eye Tracking and Multidisciplinary Studies on Translation
• Editorial page
• Title page
• Copyright page
• Table of contents
• 1. Introduction
  • 1. Objectives
  • 2. The emergence of a field
  • 3. Contributions
  • References
• 2. A mapping exercise
  • 1. Introduction
  • 2. The road so far
  • 3. The road ahead
  • References
• Part I. Method
• 3. Overcoming methodological challenges of eye tracking in the translation workplace
  • 1. Introduction
  • 2. Methodological considerations
    • 2.1 The basics of eye tracking
    • 2.2 Selecting an eye tracker
    • 2.3 Finding participants
    • 2.4 Technical setup
    • 2.5 Configuring the eye-tracking software
    • 2.6 Collecting the data
  • 3. Analysing the data
    • 3.1 Synchronising logs across tools
    • 3.2 Dealing with areas of interest (AOIs)
    • 3.3 Segmenting the recordings
    • 3.4 One eye or both eyes?
    • 3.5 Final considerations
  • 4. Summary and conclusion
  • Acknowledgements
  • References
• 4. Eye tracking as a measure of cognitive effort for post-editing of machine translation
  • 1. Introduction
  • 2. The task of post-editing
  • 3. Eye-tracking measures used in studies of post-editing
  • 4. Post-editing study
    • 4.1 Methodology
    • 4.2 Results: Stage 1
    • 4.3 Results: Stage 2
    • 4.4 Results: Stage 3
  • 5. Conclusion
  • References
• 5. Analysing variable relationships and time-course data in eye-tracking studies of translation processes and products
  • 1. Introduction
  • 2. Background
  • 3. Factorial designs in eye-tracking studies in TS
    • 3.1 Forced categorisation
    • 3.2 Limitation on factors
    • 3.3 Missing data
    • 3.4 Treatment of individual differences
  • 4. Regression modelling in eye-tracking studies in TS
    • 4.1 Forced categorisation
    • 4.2 Limitation on factors
    • 4.3 Missing data
    • 4.4 Treatment of individual differences
    • 4.5 Moving from factorial to regression designs
  • 5. Growth curve modelling for time-course data
  • 6. Conclusion
  • References
• Part II. Process
• 6. Recognition and characterization of translator attributes using sequences of fixations and keystrokes
  • 1. Introduction
  • 2. Related work
  • 3. Methodology
    • 3.1 Hypothesis statement
    • 3.2 Building a predictor
      • 3.2.1 Group sequences of events into translation activities
      • 3.2.2 Recognition of translator expertise
  • 4. Experiments
    • 4.1 Experimental conditions
    • 4.2 Results
    • 4.3 Characterization of translator expertise
    • 4.4 Ablating gaze information
    • 4.5 Fine-grained characterisation of translators
  • 5. Discussion and future work
  • 6. Conclusions
  • References
• 7. Problem solving in the translation of linguistic metaphors from Chinese into Portuguese
  • 1. Introduction
  • 2. Literature review
  • 3. Methodology
    • 3.1 Equipment and analysis tools
    • 3.2 Participants
    • 3.3 Task execution settings
    • 3.4 Data quality
    • 3.5 Experimental text
    • 3.6 Methodology of analysis
  • 4. Data analysis and discussion of results
  • 5. Concluding remarks
  • Acknowledgements
  • References
• 8. Working styles of student translators in self-revision, other-revision and post-editing
  • 1. Introduction
  • 2. Background
  • 3. Research design and methods
    • 3.1 Participants
    • 3.2 Source texts
    • 3.3 Experiment design and procedure
  • 4. Results and discussion
    • 4.1 Types of reading and typing activities and the underlying purposes
    • 4.2 Sequential reading and typing activities and the underlying purposes in different phases
      • 4.2.1 Sequential reading activities in the planning phase and the underlying purposes
      • 4.2.2 Sequences of reading and typing activites in the drafting phase
      • 4.2.3 The final-check phase
    • 4.3 Types of working styles of student translators
    • 4.4 A comparison of revision and post-editing styles between students and professionals
      • 4.4.1 Self-revision styles
      • 4.4.2 Other-revision styles
      • 4.4.3 Post-editing styles
  • 5. Conclusion
  • Acknowledgements
  • References
    • Appendix 1. Source texts
    • Appendix 2. Sample retrospection data for TT reading activities across tasks
    • Appendix 3. Sample retrospection data in the planning phase
    • Appendix 4. Sample retrospection data in the drafting phase
    • Appendix 5. Sample retrospection data in the final-check phase
• 9. Visual attention distribution in intralingual respeaking
  • 1. Introduction
    • 1.1 Respeaking
    • 1.2 Visual attention distribution
    • 1.3 Eye tracking
  • 2. Method
    • 2.1 Participants
    • 2.2 Materials
      • 2.2.1 Respeaking test
      • 2.2.2 Proof-reading test
      • 2.2.3 Procedure
    • 2.3 Eye-tracking data analysis
  • 3. Results and discussion
    • 3.1 Mean fixation duration
    • 3.2 The number of fixations
    • 3.3 Proof-reading test
  • 4. Conclusions
  • Acknowledgements
  • References
• Part III. Product
• 10. Subtitling of British stand-up comedy into Italian
  • 1. Introduction
  • 2. Research questions
  • 3. Methodology
    • 3.1 Participants
    • 3.2 Material
    • 3.3 Questionnaire
    • 3.4 Eye tracking
    • 3.5 Procedure
  • 4. Results
    • 4.1 Greater focus on subtitles (Cluster 1)
    • 4.2 Greater focus on images (Cluster 2)
    • 4.3 Similar focus on subtitles and images (Cluster 3)
  • 5. Discussion
    • 5.1 Participants’ reactions to the clip
    • 5.2 Attention distribution
    • 5.3 Gender and age
    • 5.4 Level of education and knowledge of English
    • 5.5 Audiovisual habits
    • 5.6 Audiovisual factors
  • 6. Conclusions
  • References
• 11. Towards a quantitative measurement of equivalent effect and a tentative conceptualisation of cognitive equivalence
  • 1. Introduction
  • 2. Research objectives and hypotheses
  • 3. Experiment protocol
    • 3.1 Participants
    • 3.2 Equipment
    • 3.3 Stimuli
    • 3.4 Experiment protocol
  • 4. Analysis
    • 4.1 Data handling
    • 4.2 Data analysis
  • 5. Results and discussion
    • 5.1 AOI-A results
    • 5.2 AOI-B results
    • 5.3 AOI-C results
    • 5.4 AOI-D results
    • 5.5 AOI-E results
  • 6. Discussion
    • 6.1 Findings
    • 6.2 Methodological considerations
  • 7. Conclusion
  • References
• 12. The impact of AVT mode on audience reception
  • 1. Introduction
  • 2. Audience reception and perception
  • 3. Watching and remembering
  • 3.1 AV materials and AVT
  • 3.2 Skopos and referential humor
  • 4. Experiment design
    • 4.1 Device
    • 4.2 Participants
    • 4.3 Procedure
    • 4.4 Stimuli and analysis
  • 5. Analysis
    • 5.1 Stimulus I (Gilmore Girls I)
      • 5.1.1 Eye-tracking data
      • 5.1.2 Feedback results
    • 5.2 Stimulus II (South Park): Polish fansubs versus original and English subtitles
      • 5.2.1 Eye-tracking data
      • 5.2.2 Feedback results
    • 5.3 Stimulus III (Madagascar): Dubbing versus Polish fansubs and the original
      • 5.3.1 Eye-tracking data
      • 5.3.2 Feedback results
  • 6. Conclusions
  • References
• Contributors
• Subject index