Addressing MT literacy in a specialized translation class: An experimental study

Aim/Purpose: This study investigated the integration of Google Docs in facilitating undergraduate students’ interactional collaboration in an online translation course. The study also explored the engagement patterns that emerge when students use Google Docs and evaluated their experience of using this platform in collaborative translation. Background: Integration of technology in specialized English translation classes has become crucial to empower students with the required skills in the labor market. However, students might perceive specialized translation as a tedious and difficult process and become reluctant to engage in translation classes. Few studies have investigated students’ performance and engagement aspects in online collaborative translation contexts. Methodology: This study employed a mixed-method approach. Multiple sources of data were collected from translation tests, an engagement questionnaire, semi-structured interviews, and students’ interactions on the online platforms. Ninety-three students majoring in business administration were purposefully assigned into a control group and two experimental groups. Throughout six weeks, students in the first experimental group collaborated on translation assignments via discussion forum boards on a Learning Management System (LMS), whereas students in the second experimental group used Google Docs to complete three translation assignments. Control group students completed the same assignments individually. Contribution: This study contributes to the previous body of knowledge in the field of collaborative learning, translation, and educational technology by exploring the effectiveness of using Google Docs in improving students’ collaboration and engagement in a specialized translation course. Findings: One-way ANOVA for the translation post-tests showed a statistically significant improvement in the overall translation performance and translation subskills of the experimental group who used Google Docs compared to the control group and the experimental group who interacted through discussion forums. Descriptive statistics of the engagement questionnaire revealed a significant statistical increase in the Google Docs group’s behavioral, cognitive, and affective engagement. Content analysis of the qualitative data showed that students engaged behaviorally by giving and receiving feedback both at the global and local levels and cognitively through questioning, giving constructive comments, and justifying arguments. Students also engaged effectively and expressed positive feelings when collaborating online. Moreover, students reported the usefulness of using Google Docs in the collaborative translation process and expressed their satisfaction and confidence. Recommendations for Practitioners: Practitioners should use collaborative technological tools to upgrade translators’ skills and increase students’ engagement. Recommendation for Researchers: It is recommended that researchers compare students’ engagement in different learning modalities and explore the relationship between students’ translation competence and their engagement level. Impact on Society: The society of specialized translation will be improved by implementing innovative pedagogical techniques in teaching and training translators. This research can raise awareness of the importance of online tools in exchanging learning experiences inside and outside the academic contexts. Future Research: Future studies should explore the impact of implementing web/computer-based tools in the collaborative translation of different genres and various languages.

Automated translation (machine translation, MT) is systematically gaining popularity among professional translators, who claim that editing MT output requires less time and effort than translating from scratch. MT technology is also offered in leading translator’s workstations, e.g., SDL Trados Studio, memoQ, Déjà Vu and Wordfast. Therefore, the dilemma arises: should MT be introduced into formal translation training? In order to answer this question, first, it is necessary to understand how trainee translators actually use MT. This study is an attempt to obtain this knowledge. The methodology applied in this investigation is text analysis. During the experiment sessions the students were asked to translate a legal text using MT tools, which in practice meant the post-editing of the MT raw output. The post-edited versions of the text underwent analysis in order to answer the following research questions: - What are the most typical errors contained in both French and English MT output? - How critical are the students towards the text generated by MT? - How perceptive are the students during the post-editing task? - Are they able to detect and correct errors using their knowledge and skills? The results of this study suggest that the post-editing of the MT raw output is as demanding for translation students as traditional translation, however, it requires a different set of skills, such as critical thinking and perceptiveness. Therefore, a special kind of training related to the effective use of MT technology should be implemented during translation classes.

This study aimed to identify the challenges that might occur during the implementation of the seven strategies used in formative assessment, to find solutions, and to examine the role of the translation course in teaching the source language English and the students' attitudes towards the translation course in the context of these strategies. For this purpose, the study used mixed methods research design, based on a case study using a performance-based measurement method associated with a constructivist approach. In the study, the researcher's field notes, in which he recorded his observations about the use of formative assessment strategies in the classroom; semi-structured focus group interviews, conducted after the completion of each text translation; student drafts, to determine the improvement the students made after self-assessment; and, to examine the students' attitudes towards the translation class, a Translation Class Evaluation Questionnaire and semi-structured pre- and post-interview forms, were used. In the analysis of the collected data, the researchers used quantitative and qualitative data analysis methods. In line with this data analysis, it was observed that students took an active role in the self-assessment process and made progress in forming the equivalence between source language and target language in the translation courses; and in this sense, it was determined that they developed a positive attitude towards the translation classes. The researchers discussed the findings and results of the study in the light of the research context and presented pedagogical recommendations. Keywords: Formative assessment, Self-assessment, Constructivism, Translation classes.

Background. During the study, it was noted the requirements for the professional competence of future translators and it was mentioned about the importance of the ability to model the translation process for a future specialist. The term "modeling of translation activity" is studied, several translation models existing in translation studies are discussed, their characteristics are given and the features of their practical application are described. The article discusses the methodology of conducting a practical lesson on the practice of translation, which will contribute to the formation of professional competence of future translators, form the connection between theoretical knowledge and practical skills among students, and form a conscious approach to performing translation tasks. Examples of tasks for the practical use of semantic, situational, transformational, communicative, informative, transformational, psycholinguistic models of translation in practical classes on the practice of translation are given. The application of this technology has been tested in practice and it has been indicated the effectiveness of focusing on the use of a particular translation model for translating texts of different genre and style. Purpose. The purpose of our research is to study the concept of "modeling translation activities", as well as to consider the use of various translation models in practical translation as one of the possible methods of professional training of future translators. Materials and methods. The following methods were used in the course of the study: the method of analysis, methods of representation and interpretation of information, the comparative method of various translation models, the method of observation. Results. The results of the research contribute to the improvement of the teaching methodology of the discipline "The practice course of translation", the using of theoretical knowledge in practice and the formation of a conscious approach of students to the translation process. The practical value: this methodic contributes to the formation of the skill of modeling the translation process, which is a necessary component of the professional competence of future translators. As a result of the use of this technology in the classroom, students gained the skill of working with texts of different genre and stylistic affiliation. EDN: IBMBDO

There are no doubts that the interconnections between translation competence and revision competence are constantly increasing and contribute to better coherence of the translated product. Other-revision may be developed and made use of as a competence on its own. Self-revision is always part of translation competence. The study is based on students’ attitudes towards self-revision and other-revision. Before starting the revision training in practical translation courses, a survey was conducted to determine students’ attitudes towards the process of revision, the benefits of self- and other-revision training and the forms of such training thereof. The study also followed a research design where a semi-structured interview protocol was employed to find out the students’ attitudes to self-revision and other revision competences including possible modifications to be made in the translated text and skills required. The findings reveal students’ opinions and experiences acquired in translation courses at a higher education institution in terms of the revision process and student attitudes prevailing. Studying these questions may provide helpful theoretical and practical implications about the use and benefit of revision-related activities in translation classes.

Introdução: Com a globalização, a interdependência de competências e de domínios tem-se aprofundado mundialmente. A formação de tradutores competentes torna-se cada vez mais importante. Em 2007, a Comissão de Grau Académico da China começou a implementação piloto do MTI (Master’s in Translation and Interpreting), sendo que até agora mais de duzentas universidades já receberam a qualificação para iniciar este curso. Diferente dos cursos académicos de mestrado, o MTI é um mestrado profissionalizante, cujo objetivo consiste na formação de tradutores competentes para que, depois da formação, sejam capazes de adaptar-se rapidamente às exigências do mercado laboral. Objectivos: Devido ao início tardio e à pouca experiência nesta área, apesar de um crescimento muito rápido da quantidade de universidades com MTI, os tradutores formados neste mestrado não possuem as competências compatíveis com as exigências do mercado. Precisamente porque o nível de formação do MTI na China ainda dista muito de modelos maduros existentes no estrangeiro, propomos esta análise comparativa, entre a China e Portugal, do curso de mestrado em tradução. Com base no modelo teórico de Nord (2006) em relação à formação de tradutores, pretendemos realizar um estudo comparativo entre o curso de mestrado em tradução na China e um em Portugal. Concretamente, abordaremos os objetivos e os planos curriculares de ambos os mestrados, analisando as diferenças e semelhanças no que diz respeito à formação dos futuros profissionais. Métodos: Segundo Nord (2006), além da competência de tradução, existem ainda as competências em línguas, a competência cultural, a profissional e a técnica. Na formação o foco deve incidir mais na competência de tradução, na profissional e na técnica. Aliás, Nord criou o modelo de análise textual, enfatizando a importância da análise e da decisão quanto aos fatores internos e externos aos textos. Assim, apresentou as sugestões para os passos a seguir na formação de tradutores, esclarecendo o carácter intercultural da tradução e os papéis dos tradutores. Resultados: Neste trabalho comparam-se os planos curriculares dos ciclos de estudos de três universidades chinesas e uma portuguesa nomeadamente no que se refere às competências da tradução, linguística, cultural, profissional e teórica. Conclusões: Esperamos que esta pesquisa possa servir como incentivo para a formulação de novas políticas no ensino do MTI, contribuindo para o aumento do ensino prático e especializado em alunos que desejam a profissão de tradutor.

This paper is on the importance of extratextual knowledge in the professionalization of trainees. Translation is not a mere procedure of transfer from one language to another, but a cognitive process to be performed by combining original and translated text with cultural, encyclopedic or world knowledge. This raises the question what kind of method can be followed to turn textual research skills into reflex in translator training. Amateur translators who have not been able to acquire knowledge from their previous translation experiences produce time-consuming and non-functional translations by constantly encountering the same type of difficulties and errors. However, the translators have to do specific field translation even if they were not specialists, or experts. In this case, trying to find an answer to the question about how trainees acquire specific field knowledge from the perspective of translator training may help to improve the translation competence of them. Accordingly, this paper aims to develop awareness of extratextual knowledge in the course of translation by giving small sections especially from verse translation, which would refute their presumption that “there is no need for extra-textual research in verse translation”, thereby by gaining them awareness how they can acquire extra-textual knowledge even from verse translation. For this purpose, this paper is mainly divided into two sections: the first section sets up correlation between translation competence and extra-textual knowledge from the perspective of translation theory; the second chapter gives examples to guide the trainers how they can teach the ways of acquiring knowledge in the course of translation. As a result, this paper on translator training first discusses the impact of research and acquisition of extra-textual knowledge on the functionality of translation acquisition in the course of translation; Then, gives different examples from literary translation within framework of research techniques class to prove in what way discerning and tracking the tips on source text may help them enhance their storage of knowledge for prospective translation tasks and contribute to their professionalism.

By applying presentation approach in C-E translation class for vocational English-majoring students, this paper probes into the effectiveness of giving presentation of lexical translation on C-E classes. Through study, it was discovered that giving presentations could not only help students boost their vocabulary storage, both vertically and horizontally, but also spur their interest in C-E translation, which would add to their C-E translation competence.

Background: The training of highly qualified translators from the Polish language became the time requirement for Ukrainian universities during the war in Ukraine. In the conditions of intensive Polish-Ukrainian contacts and mass migration of the Ukrainian population, legal translation has acquired special importance. This circumstance dictates the need to introduce legal translation as an integral part of the course of translation practice from the Polish language to educational programs of translation specialties. Purpose: The purpose of the study is to analyze the situation regarding the possibility of methodical provision of the educational course of Polish-Ukrainian legal translation. At the same time, the fact is stated that the problems of Polish-Ukrainian translation of legal texts are insufficiently studied in modern translation studies. The shortage of scientific developments in this field of translation and the absence of university textbooks and manuals on this discipline are emphasized. The article proposes a step-by-step algorithm for creating methodological support for the Polish-Ukrainian legal translation course based on available scientific and practical materials. Precursor courses of this educational discipline have been determined. Results: The step-by-step algorithm for creating methodological support for the Polish-Ukrainian legal translation course proposed in the article allows us to introduce this discipline into the professional training program for translators from Polish. It will help compensate for the lack of textbooks and teaching aids in this discipline and, at the stage of creating working programs, can serve as a guide both in terms of the structure of the created programs and their content. Such a proposal, in our opinion, contributes to the solution of social demands that are being shaped by the war in Ukraine. Training of specialists in the field of Polish-Ukrainian legal translation is the response of Ukrainian universities to one of the most pressing challenges of our time. Key words: Polish-Ukrainian translation, training of translators from Polish, legal translation, genres of legal text, social inquiry, educational program, work programs, methodical support, precursors of the discipline, formation of the skill of legal translation, glossary.

In many traditional types of translator training, there is a strong focus on individual work undertaken by trainee translators, while pair work and group work is used less extensively. Such a focus may, to some extent, reflect the contemporary Western perception of translation as a solitary activity, with a single translator working individually, isolated from the rest of the world. This perception, however, is oversimplified since translation often involves some type of collaboration, such as the translator collaborating with an editor, a copyeditor, the client or a disciplinary expert. In addition, some of the emerging trends in translation in the digital age are collaborative in their nature (e.g. crowdsourcing). It seems therefore that collaboration is an aspect of translation that needs to be addressed more carefully in translator training. The present paper reports on a study focusing on collaboration in a translation course. The goal of the study was to examine the types of collaboration that trainee translators use when they are presented with a collaborative assignment. In the study, trainee translators were asked to complete two collaborative translation assignments using a wiki, which enables monitoring the degree of participation for each wiki participant. The first assignment encouraged free collaboration in an attempt to mirror informal collaboration that trainee translators resort to occasionally: trainee translators were asked to collaborate in any way they wished. The second assignment was focused on structured collaboration: trainee translators were given detailed guidelines on the types of collaboration expected of them, and on the extent of the contribution they were expected to make. The findings show that the second assignment resulted in more intensive teamwork and promoted more diverse types of collaboration than the first assignment. This suggests that carefully structured collaboration should be given additional attention within the context of translator training.

Although evaluating the effectiveness of training courses on translation technology is essential, previous studies have primarily evaluated such courses based on trainee translators’ satisfaction or knowledge acquisition, paying little attention to behavioral changes in trainee translators and the long-term outcomes of the training. Drawing on convergent mixed methods design, this study aimed to evaluate the effectiveness of the translation technology course provided by Iranian universities at MA level based on the perceptions of Iranian MA translation students and graduates. To this end, both quantitative and qualitative data were collected from 63 Iranian MA translation students and graduates via two questionnaires. The results, according to the New World Kirkpatrick Model, indicated that the translation technology course provided by Iranian universities at MA level seems to lack training effectiveness. The findings suggest that there possibly exists a gap between what is taught and the needs of the translation market in the Iranian context.

This study aims to investigate the manifestations of instrumental translation competence (ITC) in translator training programs in six Saudi universities. It explores students’ knowledge and skills in ITC in terms of training and translation courses, translation tools, and usage patterns, drawing on the PACTE group of translation competence. In this empirical study, the data were collected from the documents of program and course specifications at translation programs in six Saudi universities, utilizing a checklist to analyze the manifestations of ITC in the targeted programs. Further, an open-ended questionnaire was utilized to identify translation students’ perceptions of ITC in such programs. While the open questions were analyzed using thematic analysis, the closed questions were analyzed quantitatively. The study found that the translation training programs include translation technology courses, albeit to a lesser extent, including only one or two translation technology courses within the entire 4-year program. The main emerging themes from the students’ responses are enhancement, level of experience, and utilization of ITC. The analysis also revealed a lack of training in translation technology, a lack of knowledge of advanced translation tools, their awareness of the impact of translation tools on translation quality, and inappropriate use of translation tools.

The objective of this article is to examine the most effective and expedient methods for identifying instances of hidden machine translation (MT) usage by student translators in their translation assignments and examinations. Additionally, the article aims to propose a system of incentives to reduce students' reliance on MT. This initiative was prompted by the recognition that the advancement of students' translation proficiency necessitates the balanced development of both their technological competence and their creative abilities. Method. A mixed-methods study was conducted with 34 undergraduate philology students at the V.N. Karazin Kharkiv National University. The study was part of a course on legal translation. Throughout the semester, the students' translation assignments and examinations were evaluated using a computer program designed to identify indications of MT. The extent of MT was considered in the assessment of the aforementioned translations, using a scale developed specifically for this purpose. Findings. The results substantiate the assertion that the proposed methodology serves to curtail students' reliance on MT, while simultaneously fostering the growth of their creative abilities within the context of translation. By the conclusion of the semester, the proportion of matches between the majority of the students' target texts and their MT counterparts had decreased to levels typically observed in texts translated without the use of MT. Implications for Research and Practice. The proposed methodology has the potential to be employed in online translation courses with the objective of reducing students' reliance on MT. Further research could be conducted to investigate the applicability of this methodology in different educational settings.

The article deals with the practical aspects of training future translators in German higher education institutions. It is established that the practical training of these specialists is carried out in various ways: integration of practical tasks and works into translation course modules, internships in translation agencies and companies, internships, and a semester abroad. It has been found that universities with a large number of students have their own practical training centres, which makes it easier to find a practice site and get an internship. Practical training is aimed at the comprehensive development of skills and abilities of future translators, covering basic requirements, specialised knowledge, linguistic competence, professional-specific knowledge, translation competence and mastery of information technology. In translation classes, students complete various exercises. Translation exercises are divided into general translation exercises and then specialised translation exercises. In general translation classes, the level of difficulty is even lower, so that students can establish themselves as a beginner translator at the initial stage. Technical translation exercises deal with texts from specific subject areas, such as economics, technology or medicine. In addition to doing own translation or interpreting, discussing the results in a group is extremely important. Students learn from each other, critique each other and receive valuable feedback. Students can develop their linguistic, translation and intercultural competences during study abroad placements. This can be done in the form of an internship or as part of a study programme in one or more of more countries. The so-called foreign semester is quite common, which involves a student studying a similar programme abroad. There, students improve their foreign language skills, acquire the ability to communicate with foreign-speaking people, and sensitise themselves to cultural differences. The structure of the programmes for translators includes compulsory subjects, mandatory subjects and free choice subjects. The students are required to study a practical course in the chosen foreign language, translation, internships (including foreign ones), and write and defend a qualification paper.

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.