"Machine translation and post-editing: profiles and competences in translator training programmes" Studies on the professional translation market show that employers increasingly demand translators who master tools related to machine translation. This fact compels translator training centers to consider what the new professional profiles are and what new competences students should acquire. In this article we reflect on these two aspects through a literature survey and an analysis of the web pages of undergraduate and master' s degrees in translation taught at Spanish universities in academic year 2017-2018. Our analysis has focused on the presence of machine translation (MT) and post-editing (PE) in professional profiles, competencies and contents described in academic curricula. Our results indicate that the learning of this technology plays a marginal role in translator training programmes. The article concludes with a proposal of a general framework of competences which integrates both MT and PE.
This article presents a mixed methods study on the implementation of machine translation (MT) and post-editing (PE) among Spanish language service providers and the methodology used. In the first phase, questionnaires were used to collect quantitative data about each business's profile and the proportion of businesses using MT and PE. In the next phase, a focus group session was used to collect qualitative data to complement the quantitative results and understand businesses' motivations and the procedures followed to adopt (or not adopt) an MT system. The results of the two phases are presented separately and then integrated in the discussion. This sequence does not imply the primacy of quantitative data; in fact, both types of data contribute equally to an understanding of the studied phenomenon. The quantitative results show that 47.3% of Spanish language service providers covered by the study use MT and that 45.5% of these use MT in only 10% of their total projects. The qualitative results reveal that the decision to implement an MT system depends on multiple factors: the business's economic capacity, technological capacity and the knowledge and attitude of the business's human resources.
This article is a summary of a seminar devoted to computer assisted language and translation teaching (ELTAO), which was held in Las Palmas. It focused on the CALIS authoring language and was attended by 45 secondary and university language and/or translation teachers. The seminar revealed possibilities of computer-based approaches for drafting complementary lesson material teaching both language and translation.
Els problemes polítics que durant molts anys han forcat una situació diglossica de l'idioma cata12 a Catalunya; els problemes de la «interferencia» lingüística amb el castell2, posant en perill de convertir el catala en una llengua híbrida; els problemes i debats sobre la integració lingüística d'un gran nombre d'immigrants estrangers i del territori espanyol; i els problemes escolars i pedagogics, entre d'altres, de com confeccionar programes d'ensenyament en catala a nens catellanoparlants, són qüestions prou greus, com perque, el fenomen d'aquesta situació de contacte entre els dos idiomes, hagi esdevingut un dels debats que cal tractar més a fons i amb més urgencia. Fins al moment actual aquest problema a Catalunya ha estat estudiat des de diferents optiques i disciplines:
En este artículo se presenta un proyecto de investigación-acción cuyo objetivo era desarrollar la competencia estratégica en estudiantes de iniciación a la traducción de español a vietnamita en la Universidad de Hanói (Vietnam). Para ello se definió un modelo de competencia estratégica de traducción constituida por tres estrategias: planificación, control y autoevaluación. Para cada una de estas estrategias se determinaron procedimientos. A continuación, se diseñó una acción pedagógica y se implementó con diez estudiantes. Durante la fase de implementación se recogieron datos sobre el progreso de las participantes y sobre la adecuación de la propuesta pedagógica. Los resultados muestran que, en términos generales, ambos aspectos fueron valorados positivamente tanto por las participantes como por la profesora-investigadora.
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