Translation Teaching Research Articles

Research on the Optimization of English Translation Teaching Mode in Colleges and Universities Driven by Knowledge Mapping

Abstract Due to various factors, the effect of university English translation teaching cannot reach the expected situation. This paper introduces the attention mechanism based on a knowledge graph, builds a graph neural network translation model based on this model, and constructs an English translation teaching model centered on this model. The performance test of the graph neural network model is carried out, and by comparing with other models, it is found that the perplexity of the graph neural network model is only 1.4 with the increase of the number of steps, and the highest value of the graph neural network model is only 28s and the lowest value is 17s in different English translation scenarios. It shows that the graph neural network model has high operational efficiency. The study tested the teaching model based on a graph neural network model with 80 logistics management students, using test papers and analyzing the data using the SPSS 21.0 statistical tool. It was found that the mean difference between the scores of the two classes after the experiment was 4.5675, which is a large difference, and the P=0.045<0.05 obtained from the T-test, indicating that there is a significant difference between the scores of the experimental class and the control class in the post-test. Except for listening comprehension and reading comprehension, there is no significant difference in the test scores of the experimental class compared to the control class in other subjects. The teaching model that utilizes graph neural network translation can improve students’ English translation performance to a certain extent, as demonstrated.

人工智能赋能翻译教学改革研究

人工智能赋能翻译教学改革研究

University English Translation Teaching in the Context of Artificial Intelligence: Problems and Countermeasures

Abstract With the rapid development of artificial intelligence, university English translation teaching faces many challenges and opportunities. This article studies the problems in teaching in this context and proposes effective countermeasures. Diagnostic analysis and factor analysis are used in the article to conduct an in-depth study of the three levels of the teaching process: knowledge skills, autonomy, and emotional development. The students achieved a 70% mastery rate in knowledge and skills, while their independence and emotional development performance was 60% and 50%, respectively. This paper proposes an English speech translation system based on artificial intelligence to enhance teaching effectiveness. After a 14-week teaching experiment, the average grade of the students in the experimental class improved by about 6.82 points compared to the traditional teaching class, proving the system’s effectiveness. The study diagnosed the current problems in university English translation teaching, verified the potential of AI technology in improving teaching quality through empirical research, and combined with AI technology can effectively improve the quality and efficiency of university English translation teaching.

Innovation of English Translation Teaching Mode in Virtual Reality Environment

Innovation of English Translation Teaching Mode in Virtual Reality Environment

Training Translator on Campus and after Graduation

Training translators is an important issue that can be more difficult than learning a new language. Students of translation have to deal with different texts. Translating these different texts requires dealing with various types of dictionaries. There is self-training based on some books that claim to teach translation without a teacher. This type of book for learning translation without either guidance or an instructor cannot be trusted. However, there is another type of organized training provided by educational institutions where the translation teachers deal with each text in order to teach the students how to deal with words, textual and grammatical characteristics, and the methods suitable for translating the texts. The time needed for training differs depending on the goal of training, from a few weeks to several months. Translation training is no longer limited to the texts only but also to the translation technologies: Google, Microsoft and other computer-assisted technologies. Training translators in Libyan universities is still far from machine translation, which makes it complicated and does not give any optimism towards increasing translation projects. The translation between Arabic and other languages is very limited; this happens because no funding is allocated for bringing these technologies and also for training itself. Training is not limited to the knowledge of the source and target languages but also to proofreading and finding the exact equivalence for the source text. It also includes training on dealing with various types of texts coming from different cultural environments.

The Deficiency of Cross-cultural Education in College English Translation Instruction

The Deficiency of Cross-cultural Education in College English Translation Instruction

Teaching the Analysis of Translation Errors through Collaborative Work: The Case of 1st Year Master Students at the University of Mascara – Algeria

Given the gap noted in the Algerian official syllabus of the translation unit, and though both teachers and students are aware of the importance of translation errors, no lecture is dedicated to this concept. Hence, the present investigation attempts to testify the efficiency of collaborative work in teaching translation errors to M.A. students and thereby apply the theoretical background in real situations. It aims to train students to detect and correct errors, improve the final product, and minimise the different types of errors. The paper adopts a qualitative quantitative-mixed method to scrutinise the phenomenon under investigation. Whereas the theoretical part draws on Delisle's (1999) model of translation errors, the practical part relies on data collected via questionnaires, interviews, and document analysis. The paper's data were obtained from M.A. students' documents at Mascara University (Algeria) to examine the efficiency of collaborative work as a method of teaching translation errors. The study finds out that the error rate was reduced by 24% after adopting collaborative work, including the three types of texts (general, medical, and literary). The study also concludes that collaborative work enhances three central competencies competitiveness, autonomy, and motivation; hence, they acquire certain translation maturity and critical thinking.

Study on the Reform of Translation Teaching in Private Colleges and Universities

Study on the Reform of Translation Teaching in Private Colleges and Universities

TRANSLANGUAGING IN LANGUAGE ARTS: A PEDAGOGY FOR THE FIFTH SKILL

This paper reviews literature on the teaching of literature under the module of Language Arts in Malaysian schools. The interplay of literature teaching in the primary SBELC module and the development of Translation in Language Teaching (TILT) should be part and parcel of teaching awareness in ESL/bilingual classrooms today. Research indicates that teachers do not possess adequate knowledge on appropriate literature teaching approach to enable them to teach literature to ESL students. Among the arising problems, among others, are improper training, failure to change their old approaches, apart from students’ language proficiency and lack of interest. As a result, they ended up teaching literature at the lower order thinking skill (LOTS). To fulfil the syllabus requirement, teachers resorted to comprehension and reading activities. The teaching of literary elements such as plot, character and themes seems minimal. No writing or speaking tasks involving students’ personal responses took place during the lessons. As a result, students failed to understand and appreciate literature lessons. This concept paper, thus, attempts to integrate the framework of Translanguaging Pedagogy into the teaching of literature in primary schools. Based on the Translanguaging Pedagogy framework (Garcia et al., 2015), a module of three cycles is proposed to enable teachers to teach Language Arts to primary ESL/bilingual students, from their own language repertoires and cultural identity. This module should be incorporated into teacher training programme. By doing so, the areas of literature teaching in ESL context and translation in language teaching (TILT) will be meaningful in helping students to understand and appreciate literature from their own linguistic repertoire and identity.

Role of translation in teaching foreign lan-guages

Problem. Since people started communicating in different languages the various approaches and methods have been used throughout the history of language learning. During this time, there were and still are disputes regarding the most effective methods of teaching foreign languages. Such discussions include the choice between the classical grammar-translation method, which once prevailed in the methodology of teaching foreign languages, especially "dead" languages, the so-called "direct" method, which rejects the use of the native language, and the mediation method, which arose as the result of rethinking the formal and cultural goals of language learning. Mediation is analyzed as one of the most up-to-date method as it is not only a translation, but also a new formulation and summarization, which further emphasizes the ubiquitous nature of mediation in foreign language communication. In the perspective of multilingualism, mediation is considered as natural inter- and intra-lingual communication. Using the term mediation, the specific forms of which are translation and interpretation, the fact is emphasized that translation is a part of everyday, natural and spontaneous communication and corresponds to the desire for mutual understanding. Goal. The purpose of this article is to consider the evolution of the role of translation in the process of learning foreign languages since the beginning of this subject. Methodology. The purpose and specificity of the study determined the use of the method of description with elements of comparative analysis for a comprehensive coverage of the issue. Results. The article showed the stages of evolution in teaching translation which still have more than one approach and requires deep study. Originality. The is an analysis of the translation science development. Those whom this subject concerns may find it interesting to go deep into the history and follow the analysis of old and new practices in the subject. Practical value. Certain issues in the article can help the teachers organize the process of translation teaching in the class and as an individual students’ work.

EUROPEAN UNION LAW IN TRANSLATION: CORE PRINCIPLES AND USEFUL TOOLS FOR UNDERGRADUATE TRANSLATION COURSES

The translation of European Union (EU) law can be seen as a specific case of international law translation and thus relevant only to legal translators. The author argues that concepts related to EU law and tools developed by the EU to support translators should be taught as early as possible to all undergraduate students of translation. This is due to two specificities of European law: it covers a great range of different areas, many of them of a technical nature, thus being useful to many (if not all) translators outside the legal field; and it is mentioned in many non-legal texts, from catalogues to journalistic texts. Therefore, professional translators are bound to find references to EU law throughout their careers and should know how to deal with them and how to avoid common pitfalls. Furthermore, tools created by the European Union — terminology tools, publicly available translation memories, and provision of legislation in multilingual format — are very useful to any translator and knowing how to use them is a skill essential to translation professionals. This study will make suggestions for teaching principles, tools and common sources of translation errors related to EU law to students who do not have any form of legal training. Keywords: EU law, legal translation, European translation, translation teaching

TRANSLATION TRAINING: THE USE OF AUTHENTIC PROJECTS

This paper aspires to shed light on the pedagogical aspects of translation and, more specifically, the training of novice translators. The aim of the paper consists of testing how translation is best taught via empirical channels and in conjunction with retrospective comments. The project under investigation was conducted in the Department of English Language and Literature of the National and Kapodistrian University of Athens (November 2021) and involved postgraduate students pursuing their master’s degrees. The project, in which the students were involved, was authentic in that it was situated in realistic circumstances since they were requested to perform a real translation task for a volume to be published, reaching out to readers other than the course instructor. Students were initially asked to translate a text collaboratively. After the completion of the translation task, they were asked to critically reflect upon their translation practice by writing an essay and explicitly exploring the benefits of such a procedure. According to their comments, the use of an authentic project, in an otherwise theoretical class, paid off since they found that their perspective was broadened, and their practice became conscious throughout the different stages. More specifically, among others, they highlighted that their critical thinking was sharpened, their collaboration skills improved, and their self-reflection proved to be a powerful tool guiding their decision-making. The case study could be further enhanced if another type of text was chosen [literary extracts], another setting was selected [undergraduate courses] or more stakeholders would be involved. Keywords: translation teaching, translation methodology, authentic project, new paradigm

A Study on the Multiple Teaching Models of Chinese Culture Integration in English Translation Courses Integrating Multimodal Discourse Analysis

Abstract In this paper, we first preprocess the English-translated text to extract the statistical features of Chinese culture in the translated text using the TF-IDF model as well as the semantic features of Chinese culture using the Word2Vec model. Then, the Chinese cultural contents in English audio, text and video are extracted respectively, and the best way to integrate Chinese culture into English translation is analyzed through feature fusion. Based on the concept of multimodal teaching, a multifaceted teaching model of English translation incorporating Chinese culture was constructed, and the effect of the teaching model was evaluated through the dimensions of students’ performance, Chinese culture awareness, and teaching feedback. The results show that after multimodal teaching sig.=0.03<0.5, the difference in achievement is 8.1 from that before teaching. The average score of students’ Chinese cultural awareness is basically above 80, the maximum value is in the range of 90-96, and the minimum value is also near 80, which indicates that the multimodal English translation teaching with integration of Chinese culture can effectively improve the students’ responsiveness and cultural awareness level.

A Scientific Abstract: Challenges of Teaching and Translation

This paper sets out to share the results of research into reasons of mistakes made in English abstracts for Russian scientific writings published in peer-reviewed journals on linguistics and language teaching with a view to identifying most common difficulties that researches face when translating this type of text. The authors also seek to develop ways of preventing typical mistakes. The undertaken research is relevant, as it contributes to expanding knowledge in the field of teaching translation with regard to two current tendencies, namely the increasing number of scientific publications in the field of humanities and the tightening requirements for translated abstracts introduced by editorial boards of scientific journals. With both tendencies in view, careful attention to this type of scientific text is to be paid by curriculum and Master’s Degree programs developers, as well as the teaching staff responsible for professionally oriented translation, professional communication and other related subjects. The source of material for this research is published English abstracts to Russian articles on linguistic and language teaching issues. The main research methods are comparative, linguo-stylistic and semantic analysis. As a result of the study most common lexical and grammatical mistakes are revealed, systematized and described. General conclusions are made and recommendations for coping with translation challenges are given, which contributes both to the theory and practice of translating scientific texts.

The Integration and Utilization of Artificial Intelligence (AI) in Supporting Older/Senior Lecturers to Adapt to the Changing Landscape in Translation Pedagogy

The incorporation of Artificial Intelligence (AI) in translation pedagogy has continued to change the intricacies of the field in such a way that translation educators are expected to frequently update themselves with current Artificial Intelligence (AI) translation tools. In the context of this dynamic pedagogical landscape, translation educators; especially, older/senior lecturers might find it difficult in adjusting to the changing requirements of instructional methods and educational processes. In the light of this identified challenge, the current research aims to explore the opinions of some selected translation lecturers to share their views on how AI can be utilized to support older/senior lecturers and aid them to adapt to the changing landscape of the domain of translation pedagogy. Using the Technology acceptability Model (TAM), this research strives to apply its fundamental principles and variables to understand the acceptability and adoption of artificial intelligence (AI)-driven tools among elderly educators within the framework of evolving translation pedagogy. In addition to this model, the research adopted a quantitative research methodology in gathering and analyzing the research data. An online survey item was used in collating the data. This online survey was conducted on seventy-nine (79) older/senior lecturers, who are also teaching translation courses in various universities. On the other hand, notable findings were made from the analysis conducted by the research. One among them is that these older lecturers find the utilization of AI tools in translation pedagogy is useful; as in these tools aid in effective teaching and learning of translation. Beyond the effectiveness of these tools, the research revealed that majority of older/senior lecturers affirmed that some of these tools are not easy to operate. Based on this finding, the research recommends training of translation educators on the use of these tools, and that the translation educators should adopt tools that are user friendly.

A Holistic, Interdisciplinary and Socially Engaged Approach to Translator Education

In the face of the contemporary market for translation services, it is becoming increasingly apparent that translation pedagogy should holistically embrace the teaching and learning process by integrating as many in- and out-of-classroom activities as possible into the real-life experience of students, thus leading them to acquire broadly defined skills and competences that are vital in the translation profession (cf. EMT Competence Framework 2022). A holistic approach to translation teaching and learning may be also reflected in an attempt to reconcile the two extremes of ‘creativity’ and ‘automaticity’ in translation, i.e., the creative contribution of the translator as an intermediary in intercultural communication on the one hand, and the requirement to know and use the latest technologies (CAT tools, machine translation, terminology databases, etc.), on the other hand. A holistic approach may also be associated with socially engaged pedagogy and the application of Project Based Learning (PBL), based on constructivist premises that we acquire knowledge by participating in intersubjective interactions. The paper attempts to show how translation teachers may holistically respond to the above-mentioned needs by using PBL methods and socially relevant interdisciplinary content in their teaching of the art and craft of translation.

English teacher competency: a study with different school levels and teaching experience

ABSTRACT This study investigated effects of school levels and years of teaching on the teacher’s perceived competency of teaching English using an English subject-specific competency (ESSC) inventory of five constructs: language proficiency (LP), cultural teaching (CT), grammar translation teaching (GTT), communication skills teaching (CST), student-centred teaching (ST). 614 English teachers in Korea were surveyed. The results showed that English teacher perceived competency seems to be more related to school levels than years of teaching. The result of MANOVA showed the school levels and years of teaching have an effect on English teachers’ competency. The results of ANOVA showed that three constructs (LP, CST, ST) were statistically significant with school levels, but only one construct, CST was statistically significant with years of teaching. Interaction effects showed that the means of LP and GTT increased by years of teaching for primary school teachers, but those for middle and high school teachers fluctuated slightly by years of teaching. These results suggest that the competence of English teachers should be understood in a multidimensional way with school level and experience variables. Pedagogical implications were discussed based on the findings.

Review of Translation Quality Assessment Research: Current Studies and Development

The development of computer automatic assessment and corpus linguistics has provided a new research idea for translation quality assessment. This paper reviews the current situation of translation quality assessment at home and abroad and its application in translation teaching. Findings are that most of the current translation quality assessments are static, and the empirical research applied in translation teaching is not sufficient. Therefore, how to make the assessment model of translation quality keep pace with translation teachers and learners’ needs is an unavoidable issue that cannot be ignored in the future translation quality assessment research.

The Introduction and Comments of A Study on Learner Factors in Translation Teaching

Please refer to the URL that includes this article for the abstract.

Neural machine translation in AVT teaching in China: An in-depth analysis from the readability perspective

As audiovisual translation (AVT) becomes more complex and diverse, the need for advanced machine learning techniques has been increasing sharply, driving the widespread adoption of neural machine translation (NMT) technology in the field. This study contributes to the literature by evaluating the performance of NMT technology in AVT teaching. Based on readability theory, we constructed an evaluation framework with 12 indicators, built comparable corpora consisting of human and post-edited subtitle translations of corporate videos, and used them to examine the performance of four online NMT systems (Google Translate, Baidu Translate, Bing Translator, and Youdao Translate) in AVT teaching. Our statistical analyses and case studies show that Google Translate outperforms the other three platforms in all the readability tests, and it can enhance the readability of post-edited subtitles at five levels (word, syntax, textbase, situation model, genre and rhetorical). The performance of the other three platforms varies across different tests. Concrete examples are provided to substantiate the statistical analyses. Our study adds value to existing research both by examining the application and performance of NMT in AVT teaching and by suggesting potential directions for the refinement of current NMT systems.