This article reports on a comparative study of written translation and sight translation, drawing on experimental data combining keystroke logging, eye-tracking and quality ratings of spoken and written output produced by professional translators and interpreters. Major differences in output rate were observed when comparing oral and written modalities. Evaluation of the translation products showed that the lower output rate in the written condition was not justified by significantly higher quality in the written products. Observations from the combination of data sources point to fundamental behavioural differences between interpreters and translators. Overall, working in the oral modality seems to have a lot to offer in terms of saving time and effort without compromising the output quality, and there seems to be a case for increasing the role of oral translation in translator training, incorporating it as a deliberate practice activity.Le présent article fait état d’une étude comparative de la traduction écrite et de la traduction à vue. Elle est fondée sur des données expérimentales qui associent un enregistrement de la frappe, une étude oculométrique ainsi qu’une évaluation de la qualité de traductions orales et écrites produites par des traducteurs et des interprètes professionnels. La comparaison des modalités orale et écrite met en évidence des différences majeures. L’évaluation des traductions montre en effet que le débit faible observé pour la traduction écrite ne garantit nullement une qualité accrue. Par ailleurs, l’analyse comparative fait état de différences fondamentales de comportement entre interprètes et traducteurs. De façon générale, la traduction orale semble pouvoir contribuer de façon significative à l’économie de temps et d’effort sans compromettre la qualité, ce qui justifierait une accentuation de son rôle, et même une pleine intégration, dans la formation des traducteurs
In an attempt to offset the negative effects of reduced contact hours, teachers of interpreting are encouraged to take advantage of cost-effective methods, including technology-assisted self-study sessions and offline practice. This paper describes the use of new pedagogical tools and equipment (ultra-modern labs, innovative software packages) to support the teaching of (mostly consecutive) interpreting at the Copenhagen Business School. We report on various interventions that were tried over a period of several years, in the interest of enhancing student performance. Aside from streamlining the teaching process, the new tools have been found to offset the anxiety so typical of interpreting students. The different types of materials — including those available on a dedicated e-learning platform — facilitate self-paced and self-monitored practice, and encourage independent practice among students whose motivation in the conventional setting had been far more limited. Dramatic improvements in the final exam success rates highlight the effectiveness of the new approach.
On the basis of a pilot study using speech recognition (SR) software, this paper attempts to illustrate the benefits of adopting an interdisciplinary approach in translation. It shows how the collaboration between phoneticians, translators and interpreters can (1) advance research (2) have implications for the curriculum (3) be pedagogically motivating and (4) prepare students for employing translation technology in their future practice as translators. In a two-phase study in which 14 MA students translated texts in three modalities (sight, written, and oral translation using an SR program), Translog was employed to measure task times. The quality of the products was assessed by three experienced translators, and the number and types of misrecognitions were identified by a phonetician. Results indicate that SR translation provides a potentially useful supplement to or alternative for written translation.
This paper argues that the time is now right to field practical Spoken Language Translation (SLT) systems. Several sorts of practical systems can be built over the next few years if system builders recognize that, at the present state of the art, users must cooperate and compromise with the programs. Further, SLT systems can be arranged on a scale, in terms of the degree of cooperation or compromise they require from users. In general, the broader the intended linguistic or topical coverage of a system, the more user cooperation or compromise it will presently require. The paper briefly discusses the component technologies of SLT systems as they relate to user cooperation and accommodation ("human factors engineering"), with examples from the authors' work. It describes three classes of "cooperative" SLT systems which could be put into practical use during the next few years.
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