Moreover, visual language information in poetry reading and its translations evoked different emotional responses depending on the use of visual words with cultural features.
Results showed considerable individual variances in the cognitive differences in forming mental imagery in all versions of the poems and there were also effects of translation strategy. Through questionnaires and interviews, participants rated the visualized words used in the poems for the degree of mental imagery and emotional response evoked based on three indicators of narrative process, salience value, and emotive validity in the theoretical framework of visual grammar. A total of 20 English–Chinese speaker students enrolled in a Chinese university read a classic Chinese poem in Chinese and its four versions of translation in English. The study investigated the evocation of mental imagery and emotional responses when English–Chinese bilinguals read classic Chinese poems and their English translations to examine (1) the target readers' formation of non-verbal text representations of Chinese poetry and (2) whether different translations affect the target readers' imagery cognition.
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