Machine Translation: Teaching and Learning Issues

Esqueda, Marileide Dias

doi:10.1590/01031813932001520210212

Cited by 3 publications

(3 citation statements)

References 22 publications

(19 reference statements)

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“…Na podzim roku 2022 jsme zorganizovali dotazníkové šetření nazvané Survey among EMT institutes on practices in translation examinations (Dotazníkové šetření mezi pracovi-9 O podobném experimentu referuje též Esqueda (2021). 88 šti sdruženými v síti EMT týkající se postupů uplatňovaných u zkoušek/atestací při výuce překladu).…”

Section: Příspěvku Uplatněná Metodologieunclassified

Od přístupu bez omezení po tužku a papír: posteditace strojového překladu v překladatelsky zaměřeném studiu

Svoboda,

Schwarz

2024

Auc Philologica

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In many institutes that prepare future translators, the rapid development of machine translation (MT) technology led to it being reflected in translator training. The effort to adapt translation programmes or courses to this development most commonly manifests itself in the introduction of new content features into the curriculum, specifically machine translation post-editing (MTPE). Regardless of any formal integration of these processes into translator training, students are aware of the available MT technology and use it even in seminars focused on traditional (i.e., human) translation, not MTPE. As a result, instructors face the question of whether they will tolerate such practices or attempt to contain them. In light of this development, a survey was carried out at different translator-training institutes within the European Master’s in Translation network in the Autumn of 2022 to map the way they implement MTPE. The research was concerned with both actual instruction and exams in translation courses as well as with final exams at the end of a study programme. This article assesses quantitative data (i.e. the respondents’ answers to survey questions) and reviews the comments of respondents regarding the use of MTPE in their institutes (qualitative approach). Furthermore, some outcomes of discussions to this effect, which took place at the Institute of Translation Studies, Faculty of Arts, Charles University, Prague, are incorporated here, too. The survey results show that most translation seminars cover MTPE to a limited extent only. During actual instruction the most common way to track MT use is the requirement that students supply a commentary together with their translations. In it, students demonstrate if their strategy was a reflected one, if they used MT and, if so, to what extent. When it comes to examinations, the attitude towards MT was generally a liberal one. Thus it involves no ban being imposed on MT usage and/or students are not discouraged from using it in slightly over 50% of recorded cases, combined. If, however, MT is explicitly banned in the course, the ban is more likely to be enforced during exams rather than in actual instruction during seminars. The article concludes with an outlook of future developments predicting a continued proliferation of translation technology in translation training, including a more pronounced blending of MT use and MTPE in dedicated classes.

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Section: Příspěvku Uplatněná Metodologieunclassified

Od přístupu bez omezení po tužku a papír: posteditace strojového překladu v překladatelsky zaměřeném studiu

Svoboda,

Schwarz

2024

Auc Philologica

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“…The arrival of next-generation MT software, including the one based on statistical and neural networks (Schmidhofer & Mair, 2019;O'Brien & Rossetti, 2020), made some authors (Pym, 2013) predict its eventual replacement of fully human translation in many spheres of activity. Thus, it is suggested (Pym, 2013;Mellinger, 2017) to incorporate MT in multiple courses across the curriculum (or, at least, the majority of translation-related disciplines), rather than concentrating the material in a stand-alone course or module, though there are some other opinions concerning this issue as well (Esqueda, 2021).…”

Section: Introductionmentioning

confidence: 99%

Post-Editing as the Means to Activate Students’ Thinking and Analytical Process: Psycholinguistic Aspects

Chernovaty

Kovalchuk

2021

Psycholing.

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The aim of the research is looking for the ways to intensify the future translators’ analytical and thinking activity during their independent work in online teaching. The author strives to achieve it through the combination of post-editing machine-translated texts and the Think-aloud protocol procedure. It is also assumed that this combination reduces the students’ dependence on the MT target text structure, as well as improves their competence in translating specialized texts. The methodology of research involved experimental post-editing-based online teaching (28 contact hours and 92 hours of independent work) of an elective university course ‘Specifics of translating English-language discourse in the domain of Psychology’ to the first-year MA students (majoring in English and Translation) whose command of English ranged from C1 to C2 levels in the CEFR classification. The parameters of analysis included the percentage of the students’ uploaded home tasks, the degree of the subjects’ post-editing intensity in their weekly homework, the students’ independence in the interim and final tests, as well as the marks in the Final test. The results of the analysis demonstrated a substantial difference between various groups of the subjects by all indicators. The amount of home tasks uploaded by the subjects in groups A and B (with more intensive analytical and thinking activity) exceeds the similar parameter in groups C and D (with less intensive activity) more than twofold. There is a considerable advantage of the groups A and B (and even C) subjects’ post-editing intensity in their weekly homework as compared to group D. The intensity of the students’ analytical and thinking activity decreased from the highest (group A) to moderately high (group B) to average (group C) and to low (group D). The degree of the students’ independence in the interim and final tests decreased from 85.0% (group A) to 35.0% in group D, with the remaining groups’ indicators in between – 59.0% (group B) and 46.0% (group C). These indicators clearly correlate with the average marks in the final test, which amounted to 93.80, 63 and 53 points (out of 100) in groups А, В, C and D respectively. Conclusions. Post-editing, in combination with the modified TAP procedure, contributes to the efficient development of the specialized texts translation competence due to the intensification of the students’ analytical and thinking activity, reduces their dependence on the MT target text structure and correlates with the improvement of the overall quality of their translation.

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“…However, not all authors share this view (see, e.g. Esqueda, 2021). In addition, some studies (Moorkens, 2018) on the comparative efficiency of neural and statistical MT systems cast some doubt concerning the undisputed advantage of the former.…”

Section: Introductionmentioning

confidence: 99%

Psycholinguistic Aspects of the Development of Students’ Critical Approach to the Solution of Terminological Problems in Online Translation Learning

Chernovaty

Kovalchuk

2021

eejpl

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The research is aimed at exploring the approaches to increase the efficiency of the development of the future translators’ critical approach to the solution of terminological problems, as well as the specialized bilingual (English and Ukrainian) terminology acquisition, in online teaching and learning. The method of research is based on the assumption that the said increase can be achieved through the intensification of the students’ analytical and thinking activity in their independent work by means of post-editing the machine-translated target texts combined with the simultaneous written explanation of the reasons for the respective corrections. This assumption was tested in the pilot experimental online teaching of specialised (in the domain of Psychology) translation to the first-year MA students majoring in Translation. The participants’ performance assessment took into account the amount of the independent work done by them, the level of their critical approach, as well as the specialised terminology usage accuracy in the final translation test. The results of the analysis proved the apparent dependence of the participants’ critical approach to the solution of terminological problems and the efficiency of specialised terminology acquisition on the intensity of their analytical and thinking activity in their independent work. The advantage of the participants with the highest level of the said intensity over those with the average one amounted to 16%, and 40% – over those with the lowest intensity. The efficiency of the development of students’ critical approach to the solution of terminological problems and the specialised terminology acquisition in online translation teaching and learning may be increased by intensification of their analytical and thinking activity in the process of meaningful post-editing of machine-translated target texts.

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Machine Translation: Teaching and Learning Issues

Cited by 3 publications

References 22 publications

Od přístupu bez omezení po tužku a papír: posteditace strojového překladu v překladatelsky zaměřeném studiu

Od přístupu bez omezení po tužku a papír: posteditace strojového překladu v překladatelsky zaměřeném studiu

Post-Editing as the Means to Activate Students’ Thinking and Analytical Process: Psycholinguistic Aspects

Psycholinguistic Aspects of the Development of Students’ Critical Approach to the Solution of Terminological Problems in Online Translation Learning

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