Casting a Glance on Metacognitive Side of the Translator Competence: Revisiting Cognitive Load theory in the Interactive Mind of Interpreters

Research with planning a cognitive-friendly platform to delve into the underlying processes of language translation is as yet limited in scope and quality. The present study presents an educational context in that the predictive ability of explicit metacognition concerning the amount of the required cognitive effort is investigated. To this end, a total of ۲۴ translation students were selected through a very scrutinized, filtering OPT standardized test (۲۰۱۸) as well as a Perceived Stress Anxiety questionnaire (Chan & La Greca, ۲۰۲۰). After that, the participants went through a three-session experimental study to conduct the same translation tasks with a determined level of difficulty. A post-translating structured interview was run after each session to record the subjects' self-report about their experience during translating texts. The required cognitive effort for each task was measured at two separate intervals by a validated "oxford heart rate" application. The strength and direction of the relationship between the two variables were calculated by the Spearman rho correlation coefficient. The results revealed that there was a reverse relationship between the levels of explicitness and cognitive load involvement in each session. Moreover, the amount of experienced cognitive load would decrease in the course of consecutive sessions. The findings of this study would inspire developing new, cognitive-based educational methods for translation students.

کلیدواژه ها:

translation process ، explicit metacognition ، translator competence