CAT Tools in an Academic Environment

Abstract

Many universities have now incorporated commercially available translators ' workbench-style systems into their translator-training programmes. But, when it comes to computer-aided translation (CAT), the university's role need not be confined to teaching students how to operate some third party's system; rather new CAT tools open up whole new areas of research. For example, experience of Trados's Translator's Workbench suggests that workbench features such as automatic terminology recognition and translation memories stand to bring about fundamental changes in the way terminology is recorded and texts are authored. State-of-the-art CAT tools can also make a contribution to Descriptive Translation Studies and translation pedagogy. Résumé: Les postes de travail du traducteur (PTT) font désormais partie intégrante de nombreux programmes universitaires de formation des traducteurs/ traductrices. Des logiciels tels que le Translator's Workbench de Trados ouvrent de nouvelles perspectives de recherche aux universitaires. Dans cet article, nous étudions les usages actuels et futurs des PTT ayant trait à la rédaction de textes, la terminographie, la pédagogie de la traduction et la traductologie.

La evaluación de la usabilidad de un sistema de memoria de traducción

“…As far as translation and ICT training are concerned, the current scenario does not differ much from what was stated in the previous lines: the incorporation of new technologies in translation classrooms is currently a self-evident reality and technologies and their close relationship with translation do not need to be justified; it is naturally assumed that translators must know how to make use of the multiple tools that intervene in one way or another in their workstation (Vargas-Sierra & Ramirez-Polo, 2011), so in their training, translation students should ideally acquire an expert knowledge of technologies applied to translation. In the field of translation technologies, many tools have already been incorporated into translator-training programmes (Kenny, 1999). Among all these tools, we would like to highlight the most popular one among professionals: "the translation memory -which falls into the broad category named 'computer-aided translation (CAT) systems'" (Vargas-Sierra, 2011: 49).…”

Employability as an ethos in translator and interpreter training

“…In addition to learning how to use, and compare critically, a range of standard industry software, students undertake group projects where they work in multilingual teams for a project manager and client. Working with students at universities in other countries through partnerships established by the module leader, they learn to negotiate differences in culture and develop effective email communication strategies across time zones, skills which are essential when working in the translation sector (Kenny 1999). In our survey, one technical skill which clearly emerged as important to many alumni in a translation-related career related to digital literacy.…”

The Integration of Computer-Aided Translation Tools in Translator-Training Programs in Saudi Universities: Toward a More Visible State

“…The development and expansion of technology made it imperative for the translators to possess some technical skills. Kenny (1999) mentioned that the integration of CAT tools into universities' curricula could widely open the doors for new scopes of research and pedagogy. Many research papers have been conducted on the application of CAT tools and their integration in the curricula of translation programs.…”