Abstract
Cultural translations of L1 and L2, in both directions, can indicate different behaviors of translators, influenced by the unique characteristics of each culture and the proficiency of the translator trainees' bicultural competence. This study compares translator trainees' behaviors when engaged in direct translation (L2 to L1) and inverse translation (L1 to L2) of cultural references to reveal the extent to which directionality influences trainees' actual and perceived behaviors. Following a hypothesis-based observational design, the authors examine a single group's behaviors under two conditions (direct translation and inverse translation), using Translog-II and a questionnaire. The data are analyzed quantitatively using the Wilcoxon test and descriptive statistics. The key findings indicate that inverse translation demands more cognitive effort than direct translation, particularly in online revision (n = 16, z = -3.206, p < .05) and production speed (n = 16, z = -3.068, p < .05). Conversely, direct translation requires more cognitive effort, especially in orientation time (n = 16, z = -2.482, p < .05) and performance (n = 16, z = -3.346, p < .05). Additionally, the students' responses to the questionnaire reveal a tendency to rely more on online resources than on internal translation strategies. The authors suggest that translation students should receive training in both translation directions, effective management of the translation process, appropriate utilization of translation strategies, and cultural competence. These components should be integrated into translation training courses and instructional methods.