Didactic subtitling is a relatively new area of investigation that is undergoing a surge in popularity. By bringing together findings from Audiovisual Translation (AVT), Second Language Acquisition (SLA) and psycholinguistics, some theoretical issues related to the practice of subtitle creation in Foreign Language Learning (FLL) are appraised. The article introduces Task-Based Learning and Teaching (TBLT) and reflects on what didactic subtitling can and cannot offer to TBLT approaches. In a still predominantly communicative era, language researchers are questioning the effectiveness of entirely communicative approaches to FLL. Many support the idea that, if successful learning is to be achieved, some Form-Focused Instruction (FFI) is needed. This article reviews relevant FFI literature, and explores how far active subtitling can provide an effective strategy for focussing on form that leads to communicative language development. In doing so, concepts such as noticing, skill development, interaction, pushed output and consciousness-raising are addressed. It is argued that a combination of task-based and form-focused instruction in the subtitling classroom can have great potential and should be investigated further, both theoretically and empirically.

Didactic subtitling is a relatively new area of investigation that is undergoing a surge in popularity. By bringing together findings from Audiovisual Translation (AVT), Second Language Acquisition (SLA) and psycholinguistics, some theoretical issues related to the practice of subtitle creation in Foreign Language Learning (FLL) are appraised. The article introduces Task-Based Learning and Teaching (TBLT) and reflects on what didactic subtitling can and cannot offer to TBLT approaches. In a still predominantly communicative era, language researchers are questioning the effectiveness of entirely communicative approaches to FLL. Many support the idea that, if successful learning is to be achieved, some Form-Focused Instruction (FFI) is needed. This article reviews relevant FFI literature, and explores how far active subtitling can provide an effective strategy for focussing on form that leads to communicative language development. In doing so, concepts such as noticing, skill development, interaction, pushed output and consciousness-raising are addressed. It is argued that a combination of task-based and form-focused instruction in the subtitling classroom can have great potential and should be investigated further, both theoretically and empirically.

Translation behaviour is increasingly tracked to benchmark productivity, to calculate pay or to automate project management decisions. Although in many cases these practices are commonplace, their effects are surprisingly under-researched. This article investigates the consequences of activity tracking in commercial translation. It reports on a series of focus-group interviews involving sixteen translators who used productivity tools to independently monitor their work for a period of sixteen weeks. Our analysis revealed several ways in which the act of tracking activity can itself influence translators’ working practices. We examine translators’ conceptualisations of productivity and discuss the findings as a matter of translator autonomy. The article calls for further awareness of individual and collective consequences of monitoring translation behaviour. Although in some contexts translators found activity tracking to be useful, we argue that client-controlled tracking and translator autonomy are in most cases incompatible.

In recent years, the push towards automation and translation productivity led to great efforts dedicated to the development of machine translation (MT) systems. Neural machine translation (NMT) represents the latest of these efforts. In this paper we present a critical review of human factors in NMT research with two goals: to provide a snapshot of research in NMT involving human stakeholders, and to appraise how professional translators have been included in discourses around NMT. We report four key findings. First, from translators' perspective, changes brought about by the neural paradigm are not as much to do with workflows, but rather with the NMT editing process and its specifics. Second, the majority of NMT research involving human stakeholders is directed towards advancing the state of MT development rather than ensuring the usefulness of NMT as a tool for professionals. Third, the review suggested overall narrow conceptualisations of translation productivity that were often based solely on measures of processing time or throughput.Fourth, it emerged that NMT investigations involving end-users are still relatively scarce. We present and discuss these findings, and make recommendations for future research on topics including the concept of productivity and the role of NMT as a professional tool.

Translation revision is a relevant topic for translator training and research. Recent technological developments justify increased focus on embedding speech technologies—speech synthesis (text-to-speech) and speech recognition (speech-to-text)—into revision workflows. Despite some integration of speech recognition into computer-assisted translation (CAT)/translation environment tools (TEnT)/Revision tools, to date we are unaware of any CAT/TEnT/Revision tool that includes speech synthesis. This paper addresses this issue by presenting initial results of a case study with 11 participants exploring if and how the presence of sound, specifically in the source text (ST), affects revisers’ revision quality, preference and viewing behaviour. Our findings suggest an improvement in revision quality, especially regarding Accuracy errors, when sound was present. The majority of participants preferred listening to the ST while revising, but their self-reported gains on concentration and productivity were not conclusive. For viewing behaviour, a subset of eye-tracking data shows that participants focused more on the target text (TT) than the source regardless of the revising condition, though with differences in fixation counts, dwell time and mean fixation duration (MDF). Orientation and finalisation phases were also identified. Finally, speech synthesis appears to increase perceived alertness, and may prompt revisers to consult external resources more frequently.