Future (and not-so-future) trends in the teaching of translation technology

Austermuehl, Frank

doi:10.5565/rev/tradumatica.46

Cited by 33 publications

(25 citation statements)

References 19 publications

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“…Furthermore, even if this were possible, it would require every teacher of specialised translation to be relatively comfortable with a broad toolset, something that is currently unrealistic. A proposal for overcoming these challenges is to have an additional course that combines authentic project-and situated approaches to translation that includes team work across multiple roles, for example, project manager, terminologist, translator, reviser (Kiraly 2005), as well as all required tools to replicate a real translation project (Austermühl 2013).…”

Section: Teaching and Learningmentioning

confidence: 99%

Translation and technology

O’Brien¹,

Vázquez²

2019

The Routledge Handbook of Translation and Education

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INTRODUCTIONTranslation Technology, Translation Tools, Translation Environment Tools (or TEnTs) andComputer-Aided Translation (or CAT) are frequently used as synonyms. In its broadest sense translation technology is understood to include a large array of computer tools that help translators do their jobs, including word processors, spell, style and grammar checkers, the World Wide Web, corpus compilation and analysis tools, terminology management tools, translation memory tools (TM), translation management systems (TMS) and machine translation (MT). Bowker (2002 p. 7) arranges these tools along a continuum from less automated (human translation) to more automated (machine translation), with CAT positioned in the middle. In the human translation rubric, she includes, for example, word processors and spell checkers, and in CAT, translation memory, corpus analysis tools, terminology management systems, data capture tools, localisation and web-page translation tools, and diagnostic tools. The MT rubric includes only machine translation systems. This extensive list is evidence of how technologised the translation profession is. For the sake of clarity throughout this chapter, we refer to translation technology broadly speaking as Computer-Aided Translation -CAT. Where machine translation is specifically meant, we use that term.Likewise, when we want to draw attention to a specific type of tool, we use the exact term, e.g. terminology management tool or translation memory (TM).Over the last decades, parts of the translation profession have moved from deploying hardly any technology (in the 1980s), to embracing of Translation Memory and Terminology Management (in the 1990s), to the introduction of MT and its convergence with TM tools.Industry commentators predict a move towards Fully-Automatic Useful Translation -or FAUT -by 2030 (Massardo and van der Meer 2017). Currently, translators are still expected to produce high quality translation and that is often done with the aid of CAT tools. For this reason, it is important that translation technology is firmly embedded in the translator training curriculum. As Bowker (2002) points out, knowledge of CAT increases employability of graduates, but there are additional benefits to the teaching of translation technology: students can become more attuned to their own and to peer approaches to translation, data is created for research into translation, and reflections on the impact of technology on process, product and profession can be generated (ibid).This chapter will first discuss early considerations on teaching translation technology. We select a subset of examples to give an overview of what these early considerations entailed. A number of formal translator competence models are examined so as to illustrate the place of translation technology in these models. Next, we provide a synopsis of research concerns relating to translation technology. Then, we review the pedagogical approaches adopted these days for CAT teaching before turning to conclusions, where we outline curre...

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Section: Teaching and Learningmentioning

confidence: 99%

Translation and technology

O’Brien¹,

Vázquez²

2019

The Routledge Handbook of Translation and Education

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“…Post-editing involves editing and correcting MT output (ISO 18587, 2017), although language experts engaged in MTPE exercise their duties not only through languagedependent assignments, but they are also expected to be able to understand, manage and run a set of language-independent tasks (Rico Pérez and Torrejón, 2012;Pym, 2013;Austermuehl, 2013). As such, there is a need to zoom into respondents' profiles and experiences and look into the phases of PE workflow to contribute to a clearer picture of the post-editor as one of the primary stakeholders of all MTPE-related processes and help outline the scope of standard practices employed in the field.…”

Section: Aimsmentioning

confidence: 99%

“…3, experience in translation tends to grow in line with the age of the informants, yet the tendency characterizing PE experience is more heterogeneous. Consequently, it can be assumed that despite availability of MTPErelated modules in the training programs in the recent years (Doherty et al, 2012;Austermuehl, 2013;Kenny and Doherty, 2014;Rossi, 2017), younger participants in the survey did not demonstrate a tendency to be more involved in PE than older participants. Another particular feature of this cross-section is that their experience in PE was less or on few occasions equaled the number of years dedicated to translation.…”

Section: Fig 2 Respondents' Age Rangementioning

confidence: 99%

对译后编辑人员特点和实践的思考。

Blagodarna

2018

tradumatica

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The objective of this paper is to share results of the online survey Post-Editing in Action conducted among language experts currently engaged in the MTPE industry. By filling in an online questionnaire the respondents shared information concerning their professional profiles and day-to-day working routines. The survey outcomes give a richer understanding of the common tendencies -e.g. the use of PE mostly for highquality content -and provide information for tailoring translator training programs.

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“…This fact is also expressed by Kosaka and Itagaki. They believe that students get accustomed to their new roles required by ICT through simulated translation tasks 2 . To Kosaka and Itagaki, users are also replaced by students and they might be asked to take different roles on a simulated translation task in classroom activities.…”

Section: Research Questionsmentioning

confidence: 99%

A Paradigm Shift in Academic Translation Teaching and Its Reflections on the Localization Industry in the Digital Age

Odacıoğlu

Köktürk

2015

JLTR

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Abstract-This paper aims at showing the advantages of a new translator training based on Kiraly's social constructivism approach compared to a traditional transmission approach. It is already believed that the modern translator training must be conducted according to a social constructivist approach suggesting a paradigm shift in the academic translation teaching. So far historical translation theories (mostly literary) have generally overlooked needs and technology driven localization market and could not go beyond a theoretical point. Functional theories have succeeded in the practical field of translation but they must be revised with the immsense rise of communication and information technologies,which means an increasing amount of (real time) translation tasks in the field of ICT. In the light of this, the study tries to discover the underlying reasons for the acceptence of a new paradigm in the translation teaching as well as questioning the so called new paradigm in the academic translation teaching to legitimate the localization paradigm in general and evaluating this new field of translation in terms of its theoretization and its position under the Translation Studies.

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Future (and not-so-future) trends in the teaching of translation technology

Cited by 33 publications

References 19 publications

Translation and technology

Translation and technology

对译后编辑人员特点和实践的思考。

A Paradigm Shift in Academic Translation Teaching and Its Reflections on the Localization Industry in the Digital Age

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