Translation Teaching Research Articles

Preparedness of Doctor of Athletic Training (DAT) Credentialed Athletic Trainers to Take Roles in Academia

Purpose: The athletic training education landscape is shifting, which has opened new avenues for postprofessional education. Previous literature has investigated stakeholder perceptions and attitudes towards hiring a DAT degree holder in academia. Yet, there is no research investigating the experiences of DAT degree holders in academic roles. The purpose of this study was to explore the preparation and experiences of DAT degree holders related to their roles in academia. Methods: We used a consensual qualitative research design to explore the lived experiences of DAT degree holders in academia through semi-structured web-based interviews. Twelve DAT degree holders with at least one-year post-graduation that have been in their current academic role for at least 6 months (5 male, 7 female) were interviewed. Participants engaged in semi-structured interviews that were audio-recorded and transcribed verbatim. We used a constant comparative analysis and multi-analyst triangulation to create a consensus codebook including domains and categories identified from the transcripts. Credibility and trustworthiness were established through member checking, multiple researcher triangulation, and auditing. Results: Three domains emerged from the experiences of DAT degree holders in their preparation within their program and their transition into education: 1) Common program preparation 2) Program variability and 3) Integration. Participants indicated they were commonly prepared in the areas of advanced clinical practice skills, clinically meaningful research, the value of service, and academic culture. However, there was variability in preparation regarding instructional design and program administration. Finally, participants spoke to receiving system acceptance through the perceived benefits of hybrid faculty as well as their increased translational teaching skills. Conclusions: DAT degree holders are prepared to assume academic roles based on the preparation received in their DAT program, despite not being formally prepared for teaching. Doctor of Athletic Training (DAT) degree holders are accepted by academia due to the perceived benefit of hybrid faculty and their ability to bridge the gap between didactic and clinical learning in professional athletic training programs

STUDENTS’ TRANSLATION AND ATTITUDE TOWARDS PRACTICE-ORIENTED TRANSLATION IN TEACHING TRANSLATION

Teaching translation with practice-oriented is not only focusing on practicing translation the text but also learning how the theory works in translation process. This research aimed to investigate students’ translation and attitude to practice-oriented translation in teaching translation. The samples were the students of English Department of Universitas Pamulang who took Indonesian-English Translation subject. The design of the research was descriptive qualitative research where the data were taken from students’ translation assignment and questionnaire. The translation assignments were analyzed based on bilingual competence; textual competence (cohesive and rhetorical structure). The data from the questionnaire were analyzed based on two indicators; lecturer’s approach and classroom activity. The findings were 1) the first half semester the translations were mostly word-to-word translation that the result was not equivalent enough to the source text, but then at the second half semester the students observed the rhetorical structure and the message of the source text that made their translation equivalent to the source text, 2) students’ attitude toward the practice-oriented translation is positive and, 3) the students translation was considered improve judging from the score that they gained from the first the method was used.

Compensation Strategies Use in EFL Students’ Translation from Arabic into English

Several techniques and strategies are used in translating a source language (SL) into the target language (TL). The purpose of these techniques is to produce a successful translation. Compensation is one type of these strategies. This study aimed at investigating the use of compensation strategies by Saudi EFL students in translating Arabic texts into the English language. Specifically, it attempted to reveal the types of compensation strategies used in the students’ target texts (TTs) and the most common types of compensation. Adopting content analysis, the study analysed six TTs produced by six students enrolled in a translation course in the summer term for the academic year 2021 in a Saudi public university. Results showed that the TTs contained all types of compensation. Results also revealed that compensation by splitting was the most common type. In second place appeared compensation in kind, compensation by merging, and compensation in place. The study recommended that translation instructors need to train their students extensively on compensation strategies to assist them in producing successful TTs.

ОБУЧЕНИЕ БУДУЩИХ ВОЕННЫХ СПЕЦИАЛИСТОВ СПЕЦИФИКЕ ПЕРЕВОДА АНГЛИЙСКИХ ТРЕХКОМПОНЕНТНЫХ СУБСТАНТИВНЫХ ТЕРМИНОВ

The article is devoted to teaching translation peculiarities of English three-component substantial terms of security systems to future military specialists. The main translation techniques of three-component terms, taking into account their semantic-syntactic structure, are presented, Methodological recommendations for working with multicomponent terminology areformulated A number of exercises for developing translation skills of multicomponent terms are proposed.

Enhancing Translation Competence via Flipping the EFL Translation Classroom in China

The ultimate goal of translation teaching is to cultivate the students’ translation competence. Inspired by the PACTE (PACTE, 2003) about the definition of translation competence, we further break down the translation competences into five sub-competences with more explicit teaching goals: lexical variety, grammatical correctness, stylistic appropriateness, fluency and coherence competence, which is vital for the cultivation of translation competence of engineering students. Then, an experimental method is used to compare the outcomes of students enrolled in a flipped and a traditional version of a EFL (English as a Foreign Language) Translation Course at a university in China. This empirical study aims to determine the effectiveness of flipped classroom model (FCM) in translation class. 60 undergraduates majoring in science and technology are involved in this research. Pre- and post- tests are used as instruments and data are analyzed using descriptive and inferential statistics. Quantitative data analysis reveals that comparing with traditional classroom flipped classroom can promote the cultivation of lexical variety, stylistic appropriateness, fluency and coherence competence. Considering the positive results obtained in the study, the article points out the use of the flipped approach as an example of good practice for cultivating the translation competence in EFL translation course.

Difficulties of Simultaneous Interpreting from ‎Translation Students‏'‏‎ Perspective

The present study is a survey that explored the difficulties of simultaneous interpreting (SI) for translation students. The survey addressed the senior translation students in the Kurdistan Region, asking them about the troubles of SI from English into Kurdish or Arabic in the classrooms. Relying on the available models in interpreting studies reviewed by Pöchhacker (2004), this study assessed the students` difficulties in SI from the linguistic, cultural, cognitive, interactional, and translational aspects. For this purpose, a questionnaire was designed and distributed among the students, covering the issues relevant to the cited dimensions. Sixty respondents participated in the survey, whose responses were statistically analyzed and discussed in this paper. The results revealed that the cognitive issues- i.e., comprehending fast speaking, concentration, memorization, controlling stress, encyclopedic knowledge, and strategic thinking- formed the highest degree of difficulty (22%) for the students. In sum, working on all aspects of SI should be emphasized by the translation teachers in the classroom to pave the way for developing the students` skills and abilities in these respects.

Трансформация переводческого образования как важный этап его модернизации в условиях новой эпохи Китая

Introduction. This article examined the main tasks of Chinese translation education in the new era, analyzed the problems it faces, put forward ideas about the need to transform translation education for the training of qualified personnel. The relevance of the research was determined by the importance of forming the image of China as a state with a centuries-old history, outstanding culture and science, possessing powerful resources, which could not be done without the development of intercultural communication, which was facilitated by a developed system of translation education.
 Aim. The goal is to analyze the current state of translation education in China and outline ways to develop this industry.
 Methodology and research methods. The authors are based on the analysis and generalization of the experience of teaching foreign languages in China, as well as by the method of included observation and systematic description of methodological processes.
 Results. The authors come to the conclusion that the transformation of translation education should provide for a change in the goals of training translation personnel (it is necessary to move from the model of training universal translators to the model of training specialists of a narrow professional orientation) and requirements for the training of translation personnel (it is advisable to subordinate the requirements to the logic of competence-based training); transformation of the model of teaching translation (it is important to move from teacher orientation to the integrated development of translation technologies and translation education) and the transformation of the teaching staff (it is necessary to develop a system of continuous professional development, more actively introduce technological advances in teaching practice).
 Practical significance. The implementation of the provisions of this study will make it possible to bring translation education in China to a level that meets the challenges of the time and is characterized by close and intensive social interaction in various fields of activity.

REALITY AS AN OBJECT OF TRANSLATION (ON THE EXAMPLE OF THE NOVEL "WAY OF ABAI")

The novel "The Way of Abai" is a unique novel that revealed to the Chinese reader the life and culture of the Kazakh people. The purpose of this article is to consider realities as an object of translation on the example of Mukhtar Auezov's priceless novel "The Way of Abai". The analysis of the main methods of translating the realities of Kazakh culture into Chinese is of practical importance for further study within the framework of the theory of translation, as well as such sciences as philology, cultural studies and literary criticism. In order to study this topic, the methods of systemic and comparative analysis, as well as the method of generalization and abstraction, were used. As a result of the analysis, it was revealed that when translating these realities into Chinese, the translator used such translation methods as descriptive translation, transliteration, word substitution and word omission. The research materials can be used as additional literature in the disciplines related to the teaching of translation, languages ​​and literature.

The application of consciousness-raising in teaching translation in a Vietnamese tertiary English language program

The study explores the application of consciousness-raising (CR), an effective teaching method in language teaching, into teaching translation. In language teaching, CR involves an attempt to draw students’ attention to textual features. Studies present diverse evidence for the effectiveness of CR in language teaching. The current study incorporates CR in workshops on translation and investigates whether students are aware of specific aspects of the translation process after the workshops. The methodology was based on a contrastive examination of a qualitative analysis of students’ written and spoken reflections on the translation tasks and students’ translation solutions both before and after the workshops. The study demonstrated that after the workshops, the students commented on some text features that had been introduced which they had not expressed awareness of before the workshops. The students also showed an awareness of some translation strategies, such as foreignisation and domestication, that were taught during the workshops even though they did not use all of these when completing the post-workshop translation task. Students noticed and applied features that were less complex and more salient. This paper presents the practical implications of the study for translation material development and curriculum design within the research context as well as similar language programs.

A corpus-based study of syntactic complexity of translated and non-translated chairman’s statements

The chairman’s statement of the corporate annual report plays an important role in informing the decision-making of investors. Thus, it is often targeted at an international audience. The present study compares the syntactic complexity of translated chairman’s statements (Chinese to English) and non-translated ones (English), to determine the role that translation plays in conveying the chairman’s message. The results show that translated chairman’s statements are significantly simpler in subordination as well as overall sentence complexity, using fewer verbal phrases and T-units than the non-translated ones. However, translated chairman’s statements have longer length of production units, use more coordinate phrases and complex nominals than their non-translated counterparts. The findings indicate that simplification exists in half of the 14 syntactic complexity measures, providing some evidence for the simplification universal. They also reveal that in addition to translation universals, social factors also affect the complexity level of translated and non-translated chairman’s statements. The findings of the present study contribute to a systematic understanding of syntactic features of translated and non-translated chairman’s statements, enrich the present knowledge of translation universals and provide pedagogical implications for translation teaching and training in the context of Chinese-English translation.

The Impact of Collocational Competence on Translation Quality: Literature Review

This study reviews the literature on the significance of collocational competence on the quality of translation, being a meaningful lexical relationship between words. Though the value of recognizing collocations in translation is well acknowledged, several earlier studies have underlined students’ lack of collocational competence and the difficulties they encounter when dealing with collocations in the translation process. The current study evaluates previous research in this field and examines the influence of lexical and grammatical collocation knowledge in translation from English into Arabic and vice versa. The significance of this review lies in exploring the importance of a translator’s collocational expertise in accurately translating lexical and grammatical collocations in the target language. This review aims at answering the review question: How does collocational competence affect translation quality? To answer this question, the researchers examined many studies investigating the impact of collocational competence on the quality of translation. The review further aims at increasing awareness of the significance of this aspect of translation accuracy. The review study provides an overview of pertinent terminology and classifications and a brief introduction to the subject. Then follows an overview of the significance of collocations competence for ensuring the quality of the translation. The final section includes recommendations for translation instructors as well as translators. The review’s findings showed a substantial correlation between the quality of the translation and the adequate knowledge of lexical and grammatical collocations.

Sözlü Çeviri Edinci Ölçeğinin Geliştirilmesi (SÖZÇE) ve katılımcıların sözlü çeviri edincine ilişkin görüşleri

Even though the translation activity is as old as humankind's history, academic translation teaching started towards the end of the 20th century. The demand for interpreting has also increased with international relations, migration, asylum, and two world wars. The need to train interpreters has emerged in this field, similar to written translation. Accordingly, what kind of knowledge, behavior, skills, and perspectives must be gained by individuals who want to be interpreters has been researched by translation scholars. The concept of interpreting competence has also emerged in interpreting studies. Different studies regarding this concept have been performed, and an attempt has been made to create interpreting competence models, especially by the araştırılGerman scholars. This study basically intends to develop an interpreting competence scale by investigating the opinions of prospective interpreters and professionals regarding interpreting competence. Accordingly, a literature review was carried out in this area, and the developed interpreting competence scale was implemented. Through this developed scale, the situation of the interpreting market in Turkey in terms of the professionals and prospective students who have interpreting training at different universities were compared. In the study, it was concluded that the scale is valid and reliable (having four sub-dimensional and 22 items). In interpreting, a significant difference is available in favor of male participants in linguistic-cultural competence, and besides, the effect is positive. In addition, there is a significant difference in favor of those desiring to work in the interpreting market in the interpreting process management. Furthermore, it can be said that there is a significant difference in favor of participants considering interpreting their primary profession in interpreting process management. A significant difference is present in favor of those living in a country where a foreign language they know has been spoken for more than three months, and the effect can be positive- medium. For correlation values, participants' interpreting competence has a low significant relationship with sex and the status of living in a foreign country. In contrast, the relationship between age and students' grades can be either medium or positive. The study also found out a high and positive significant relationship between the desire to work in the interpreting market and considering interpreting the primary profession. Finally, those who want to specialize in interpreting must have a high level of dedication to the profession because interpreting is a practice-based process requiring intensive effort in a cognitive, intellectual, and affective sense.

English-Chinese Corpus Collection and Artificial Intelligence Translation Based on Dynamic Clustering Model

This paper studies the English-Chinese corpus collection system and artificial intelligence translation function based on the dynamic clustering model. This paper attempts to introduce the semantic analysis of English-Chinese parallel corpora into the semantic recognition system. By labeling different levels of the corpus, including grammatical labeling, shallow semantic labeling and deep semantic labeling, the corresponding English-Chinese translation teaching system is designed, and the teaching system is improved by using the comparatively systematic teaching effects in actual teaching. On the basis of self-built Chinese-English parallel corpus, this paper extracts the Chinese high-frequency verb "to improve" to discover and summarize its English translation rules in different texts.

Should Machine Translation have a role in language classrooms or not?

Presentation: https://www.pechakucha.com/presentations/sotel-2023-neil-cowie-and-keiko-sakui-machine-translation
 Machine translation (MT) of languages has been around nearly 30 years but the importance of its role in language learning has grown exponentially in recent years. This paper summarizes recent research on teacher and learner attitudes to MT, and suggests ways that MT can be used in language classrooms.
 Studies in the 2010s (Pym, 2013) suggest that teachers were against the use of MT because of its poor quality. However, the level of MT dramatically improved from 2016 when Google Translate adopted a neural-network system. As a result, teachers’ attitudes shifted to more acceptance of MT. Even so, teacher views about MT tend to fall into two camps: those who feel it is a form of cheating (Carré et al., 2022) and those who see it as an appropriate teaching tool. The former take the general approach of “detect, react and prevent”, whilst the latter wish to “integrate and educate” (Jolley & Maimone, 2022).
 Research has shown that students use MT in different ways according to their level. More advanced students tend to check words and phrases rather than translating a whole report. They understand the limits of MT but at the same time they believe it can help learn a language (Godwin-Jones, 2022; Jolley & Maimone, 2022). Research suggests that training in the use of MT can increase chances for such students to reflect on their language learning (Pellet & Myers, 2022) and that they can become aware of and correct MT errors (Zhang & Torres-Hostench, 2022). On the other hand, lower level students use MT differently as they may lack confidence in their language abilities (Organ, 2019). There are studies that claim lower level students can be linguistically overwhelmed in trying to notice and compare their own translations with MT; therefore, they do not correct the output of MT and submit it as their own work (Lee, 2022: Niño, 2020).
 In general, the accuracy of MT has improved so quickly that many teachers who previously dismissed MT as poor can no longer ascertain whether their students have actually used it or not (Jolley & Maimone, 2022). This creates doubt in how to assess student work fairly. Furthermore, as teachers vary in their attitudes towards the use of MT for learning, students can be very confused as to whether they are allowed to use MT in different teachers’ classes; and, if they are allowed, in what ways can they do so appropriately. In order to overcome this uncertainty and confusion, it is suggested that, after Reinders (2022), institutions, students and teachers become partners in exploring MT to find the best way to use it for learning. This will vary according to each educational context, particularly concerning student level, but it is vital to create commonly accepted guidelines, approaches and practices so that MT can be best used for language learning and not just as a tool to complete tasks with little or no educational meaning. 
 References
 
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 artificial intelligence (pp. 187–207). Language Science Press. Doi: 10.5281/zenodo.6760024
 Godwin-Jones, R. (2022). Partnering with AI: Intelligent writing assistance and instructed language learning.
 Language Learning & Technology, 26(2), 5–24. https://doi.org/10125/73474
 Jolley, J. & Maimone, L. (2022). Thirty years of machine translation in language teaching and learning: A
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The Use of Corpus in the English Classroom Teaching and Its Impact

At present, with the rapid development of information technology, the Internet has been unprecedented popularity, as a language corpus of Internet and information technology products, in language research and teaching, has received unprecedented attention and development, especially in the translation teaching, grammar and vocabulary teaching of university English, for the effect of education and teaching has played an important role. However, the role of corpus in English teaching in secondary schools is not obvious and needs further research. The purpose of this paper is to analyze the application of corpus in the classroom of the secondary school English teaching, so as to better promote students’ learning and improve the quality of education and teaching.

Translation Teaching Model in Offline, Online, and Hybrid Mode

Translation Teaching Model in Offline, Online, and Hybrid Mode

On Teaching Mode of MTI Translation Workshop Based on IPT Corpus for Tibetan Areas of China

With the technological turn of applied research in translation, increasing attention has been paid to the teaching of translation technology. This article addresses two important questions in this regard: how to independently develop Master of Translation and Interpreting (MTI) translation teaching resources with ethnic minority characteristics and how to use information technology to carry out Tibet-related computer-assisted translation (CAT) teaching. This article discusses the background, structure, and functions of the International Publicity Translation Corpus (IPT Corpus) for Tibetan Areas of China through empirical research, combining theory with practice, and validates the translation teaching mode through case study to better train translators and interpreters working on content related to Tibetan culture. Through teaching practice since 2017, the MTI translation workshop based on the IPT Corpus has proven to be an effective teaching mode that is worthy of further improvement and extension.

College English Translation Teaching in the Context of the Internet to Improve Students' English Application Ability

English teaching should pay attention to practicality. English translation ability is an essential ability for students in the process of English communication. Translation teaching should truly enable students to master the methods and skills of English translation. Teachers should strengthen the penetration of English translation theory and translation skills in the teaching process, so that students can understand the important methods and means of translation. Gradually attach importance to the teaching of college English translation, and constantly carry out reform on the basis of attention, so as to improve the students' comprehensive application ability. Only in this way, the talents trained by universities will increasingly tend to the talents required by the mainstream development of the world.

A Review of Machine Translation: Implications to Human Translators and Translation Teaching

A Review of Machine Translation: Implications to Human Translators and Translation Teaching

Review of: Teaching Translation: Programs, Courses, Pedagogies, ed. Lawrence Venuti

Teaching Translation: Programs, Courses, Pedagogies. Lawrence Venuti, ed. London & New York: Routledge, 2017. 259 pp. Reviewed by Ernst Wendland.