Translator Education at a Crossroads:the Impact of Automation

Cespedes, Begona Rodriguez De

doi:10.1515/les-2019-0005

Cited by 16 publications

(15 citation statements)

References 27 publications

(11 reference statements)

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“…In Europe, many translation programmes have already incorporated the teaching of necessary technological competence into their curricula [13]. However, this study found that most current translation learners have not received formal training in MT.…”

Section: Perceived Necessity Of Incorporating Mt Training Into Transl...mentioning

confidence: 71%

“…The sustainability issue in the field of translation has been discussed mainly in two strands. Some scholars have examined the sustainability of translation industry and translation profession as a result of technological development [13], whereas some have examined translation as a profession that can make an impact on ecological and environmental systems in the long run [14]. In the context of using machine translation in translation teaching, research mainly follows the first strand, in which sustainability denotes to what extent potential MT use can impact on the sustainability of the translation ecosystem including the translation profession (thus translator education).…”

Section: Introduction 1translation and Technologymentioning

confidence: 99%

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Sustainability and Influence of Machine Translation: Perceptions and Attitudes of Translation Instructors and Learners in Hong Kong

et al. 2022

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In this era of globalisation, translation technologies have become more popular in daily communication, the education sector, and the translation industry. It is observed that there is a prevalent use of machine translation (MT) among translation learners. The proper use versus abuse of MT can be a critical issue regarding its role in and impact on translation teaching. This exploratory study aims at investigating learners’ and instructors’ knowledge of MT, experience in MT use, perceived MT quality, ethics of MT use, and the perceived relationship between MT and translation training, in order to figure out the usefulness of MT in translation competence acquisition and the necessity of MT training. To this end, we conducted surveys and semi-structured interviews and found that the influence of MT in translation competence acquisition is determined by the properties of MT and learners’ quality. MT is particularly helpful in gaining lexical knowledge and knowledge to ensure translation efficiency, but not in bicultural knowledge. However, such usefulness builds on learners’ language proficiency, analytic ability, and learning motivation. In light of the findings, issues including the sustainability of MT from ethical and linguistic perspectives, and the potential and proper use of MT to inform translator training, are discussed.

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Section: Perceived Necessity Of Incorporating Mt Training Into Transl...mentioning

confidence: 71%

Section: Introduction 1translation and Technologymentioning

confidence: 99%

Sustainability and Influence of Machine Translation: Perceptions and Attitudes of Translation Instructors and Learners in Hong Kong

et al. 2022

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“…A similar survey of translation technology adoption (Man et al, 2020) among 441 Chinese students enrolled on a MA Programme in Translation and Interpreting demonstrated a strong, positive correlation between students' knowledge and their use of translation technology. Other authors (Kenny & Doherty, 2014;Rodríguez de Céspedes, 2019) also support the idea of designing and implementing a new translator-oriented MT syllabus, arguing for a holistic approach to the integration of MT into translator training programmes, one that empowers rather than marginalises translators.…”

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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“…Díaz-Millón et al [ 52 ] introduced transcreation in a French-Spanish translation course at the University of Granada, Spain. Facing the threat of automation such as machine translation, Rodríguez De Céspedes [ 53 ] stressed the mastery of language skills that involve creativity although she did not point to transcreation specifically (p.113). Universities in the UK such as the University College London offer a short course, usually online, giving trainees not only an introduction to transcreation but also a chance to practice it on real texts, as presented in Fig 3 [ 54 ].…”

Section: Introductionmentioning

confidence: 99%

Sustainability of translator training in higher education

Zhu

2023

PLoS ONE

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The United Nations has set a Sustainable Development Goal in education to be met hopefully by 2030. One of the target areas is to substantially increase the number of youth and adults possessing training and proficiency relevant to the technical and vocational skills needed for employment, well-paying jobs, and decent entrepreneurships. Enrolled students need to be equipped with core competencies suitable for the fields in which they are specializing, including the field of translation. For student translators, “transcreation” is a core competency they are expected to acquire and practice. With its increasing application in all sectors of life, the use of artificial intelligence or machine translation is on its way to becoming mainstream in the translation industry, eliminating bread-winning opportunities from translators, leaving them in the stream of life to sink or swim. That is why trainers of translators and practitioners alike insist that it is time to consider transcreation so that student translators can better embrace future challenges and boost their employability. A one-shot case study was adopted in this research. After a one-semester trial of teaching and practicing transcreation, an online questionnaire survey was administered to gain the overall perceptions of transcreation from the students. Findings show that the students have raised their awareness of transcreation as a novel approach to translation and most of them feel confident about their employability in the translation job market. Implications for translation syllabus design and translator training are also illustrated.

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Translator Education at a Crossroads:the Impact of Automation

Cited by 16 publications

References 27 publications

Sustainability and Influence of Machine Translation: Perceptions and Attitudes of Translation Instructors and Learners in Hong Kong

Sustainability and Influence of Machine Translation: Perceptions and Attitudes of Translation Instructors and Learners in Hong Kong

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

Sustainability of translator training in higher education

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