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While emerging research has contributed significantly to our understanding of the efficacy of parallel corpora in translation education, specifically concerning student performance and perception, however, there remains a noticeable gap in the literature regarding the examination of student engagement with parallel corpora during the translation process. To address this research gap, the present study seeks to comprehensively analyse the behavioural, cognitive, and affective engagement of three MA students when utilizing parallel corpora in Chinese–English translation tasks. A multiple case study design was implemented, drawing upon a diverse range of data sources, including screencasts capturing students' translation processes, the resultant translation outputs, corpus search logs, and in‐depth interviews. The findings of this investigation reveal distinct engagement patterns exhibited by individual students and underscore the intricate interplay of these three dimensions of engagement. Furthermore, student engagement with the parallel corpus significantly influences their translation performance. This research also unveils various factors that impact student engagement patterns, including the perceived affordances of the parallel corpus, students' self‐perception, and learning motivation. [ABSTRACT FROM AUTHOR]

Lexical complexity has been a key consideration of teaching preparation in determining grade appropriateness of teaching materials. However, the lack of quantified and defined standards for benchmarking lexical complexity has made it difficult for teachers when adapting source texts to target learners. This study has assessed quantitative differences in lexical complexity of exemplar texts at different points of schooling using a range of lexical diversity and sophistication features. The data consists of 2,372 texts from popular curriculum packages adopted from 1 to 12 grades of the English curriculum in China. One-way ANOVAs revealed significant differences in 16 out of 17 lexical complexity indices among different grades. Subsequent post hoc tests identified three lexical diversity features and four sophistication features that helped to differentiate exemplar texts across these 12 grades. These findings on the nature and role of lexical complexity have yielded new insights into the establishment of grade-level benchmarks for material preparation. [ABSTRACT FROM AUTHOR]

This study examines the style of two English translations of Hongloumeng, by David Hawkes, and Xianyi Yang and Gladys Yang. It makes use of multidimensional analysis to identify how the two translations differ in their sub-registers (narration and fictional speech). The results reveal that the Yangs' translation of narration is relatively more narrative and context-independent, whereas Hawkes' is more active and context-bound. Similarly, Hawkes' translation of fictional speech is more conversational and interactional and tends more towards the orality scale with a strong emphasis on the involvement of fictional characters. In contrast, the Yangs' translation of fictional speech tends to be more informational and explicit. These stylistic differences reflect the translators' conscious and/or unconscious choices, which are attributable to their language backgrounds, translation strategies, and cultural stances. By taking sub-register variation and the functions of linguistic features into consideration, the article outlines a new approach to investigating translation style. [ABSTRACT FROM AUTHOR]