Cognitive Load in Sight Translation and Simultaneous Interpreting with Text: A Mixed-method Comparative Study by Triangulating Eye-tracking, Physiological and Performance-Based Data

This empirical research explores cognitive load in three interpreting conditions, varying in pacing conditions (self and speaker-paced) and input modalities (visual and audio-visual): sight translation, simultaneous interpreting with text (with and without auditory input). It employs a mixed-method approach by triangulating eye tracking, physiological and performance-based methods. The data obtained from 50 participants has been analysed, who are categorised as professional and student interpreters. Firstly, the findings reveal that stricter time constraints in speaker-paced conditions increase perceived workload of the task but do not affect pupil dilation or interpretation quality. The discrepancy between subjective and objective data is addressed. Secondly, the study employs eye tracking methodology to investigate the effect of variance in pacing conditions and input modalities on interpreting process and product. The findings indicate that a shift from self to speaker-paced conditions results in a decrease in reading times, more literal patterns in early reading stages, a decrease in interpreting quality and prompts coping strategies. In contrast, dual input modality has a limited negative impact, not significantly affecting interpreting performance but prolonging reading times. Moreover, the two interpreter groups display distinct processing patterns and coping strategies, particularly when influenced by more stringent temporal demands. Lastly, based on the construct of cognitive load in interpreting, research endeavours to explore the factors that interact with cognitive load, including task and interpreter characteristics. The results show that professional interpreters exhibit better control in more cognitively demanding tasks, but their arousal state remains consistent. Furthermore, having auditory input in simultaneous interpreting with text leads to increased physiological arousal and higher enjoyment, but does not influence the perceived levels of mental effort. These findings could provide pragmatic implications for translation practice and pedagogy.