Introducing Translation Tools and Technologies

Rothwell, Andrew; Moorkens, Joss; Fernández-Parra, María; Drugan, Joanna; Austermuehl, Frank

doi:10.4324/9781003160793-1

Cited by 7 publications

(3 citation statements)

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“…Pokud jde o přehledové publikace k problematice technologií v překladu, lze z poslední doby uvést anglicky psanou práci Rothwell et al (2023). Pro oblast SP/PSP by se pak jednalo např.…”

Section: Stav Bádání V Příslušné Oblastiunclassified

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: Stav Bádání V Příslušné Oblastiunclassified

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 the last fifteen years, the commercialisation of MT and its adoption by the localisation industry have created the need to also include training modules dealing with MT technology − in different paradigms such as ruled-based, statistical or, most recently, neural MT (NMT) − as well as post-editing (PE) practice (Doherty and Moorkens 2013;Doherty and Kenny 2014;Guerberof Arenas and Moorkens 2019). Knowing how to use MT effectively is recognized as an essential skill for future translators (Rothwell 2019; EMT Board and Competence Task-Force 2022), and students more generally (Bowker 2020;Dorst, Valdez and Bouman 2022;Loock, Léchauguette and Holt 2022).…”

Section: Introductionmentioning

confidence: 99%

Does training in post-editing affect creativity?

Guerberof-Arenas,

Valdez,

Dorst

2024

JoSTrans

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This article presents the results of an experiment with eleven students from two universities that translated and post-edited three literary texts distributed on the first and last days of their translation technology modules. The source texts were marked with units of creative potential to assess creativity in the target texts (before and after training). The texts were subsequently reviewed by an independent professional literary translator and translation trainer. The results show that there is no quantitative evidence to conclude that the training significantly affects students’ creativity. However, after the training, a change is observed both in the quantitative data and in the reflective essays, i.e. the students are more willing to try creative shifts and they feel more confident to tackle machine translation (MT) issues, while also showing a higher number of errors. Further, we observe that students have a higher degree of creativity in human translation (HT), but significantly fewer errors in post-editing (PE) overall, especially at the start of the training, than in HT.

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“…This software was followed by more advanced packages offering sophisticated functions and tools. With new advances, we are witnessing a shift toward cloud-based translation technologies to expedite the translation process and enhance collaboration (Rothwell et al, 2023;Tarasenko et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting Acceptance of Cloud-Based Computer-Assisted Translation Tools Among Translation Students

Alotaibi

2024

tpls

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Translation technology is a fundamental aspect of the translation profession. Cloud-based computer-assisted translation (CAT) tools are becoming popular among translators because of their simplicity and usability. However, studies on the factors affecting the use of cloud-based CAT tools by translators and translation students are scarce. Therefore, this study explores the factors that influence the acceptance and use of such tools among translation students using the technology acceptance model (TAM). The hypothesized model is empirically validated using a survey of 181 participants. Using structural equation modeling, data analysis suggests that translation students' intention to use cloud-based CAT tools and their perceived usefulness are key adoption factors, while actual use is less significant. The simplicity of cloud-based CAT tools is also an important consideration, particularly for translation students with limited information technology experience. The implications for tool developers and translation instructors are discussed considering these findings.

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Introducing Translation Tools and Technologies

Cited by 7 publications

References 0 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

Does training in post-editing affect creativity?

Factors Affecting Acceptance of Cloud-Based Computer-Assisted Translation Tools Among Translation Students

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