Translator Education Research Articles

A Questionnaire-based Research and Analysis Report on the Demand and Status of Language Services in the Energy and Power Industry in Hebei Province

This report analyzes the demand for language service professionals in Hebei’s energy and power industry from three key perspectives: enterprise requirements, translation education, and student employment planning. The 45 valid questionnaires cover four key aspects related to enterprises including the business scope, international business activity, language service team building and employment requirements. Despite the energy and power industry in Hebei Province have made significant strides in international collaboration, there is a gap between professional training and industry requirements. Enterprises demand language service personnel to maintain proficiency in terminology, have industry knowledge, master technical competence, and own international communication skills that most translation students lack. It can be seen that there are issues with the alignment between educational content and the actual need of enterprises. In addition, the results from teachers’ survey identified challenges in terms of aspects of teaching methods, curriculum setting, and the cooperation with enterprises. The report thus recommends to enhance the professional skills and industry knowledge of energy and power language services of translation students through various measures, including establishing professional knowledge bases and terminology bases of energy and power, designing relevant courses and practical projects, and strengthening school-enterprise cooperation. By performing these practices, it could better adapt to the future energy and power industry market demand. Furthermore, this report emphasizes that the education system needs to better adapt to the development of the industry, especially in the cultivation of interdisciplinary language service capabilities, and strengthen cooperation with energy and power companies to jointly develop language service talent training programs that meet the specific needs of the industry.

Research on the Construction of Translation Technology Teaching and Language Service Talent Training System under the New Liberal Arts Context

The rise of technologies like machine-assisted translation and terminology management is transforming translation education and industry. The 2020 Teaching Guide for Undergraduate Translation Major formalized translation technology as a core course, supporting professionalization. However, research on translation technology teaching in China remains limited and often lacks practical application. Ethical issues, such as AI-related privacy and intellectual property concerns, are also growing. This study proposes a framework to enhance translation technology education, aiming to better align teaching with industry needs and cultivate skilled professionals.

Interactive didactics of translation and interpreting: emotive approach applied to migrant care in German, Spanish, Arabic and Russian languages

Interactive didactics of translation and interpreting: emotive approach applied to migrant care in German, Spanish, Arabic and Russian languages

Research on the Reform of English Translation Course Instruction amidst the Prevailing Trend of Machine Translation

In recent years, machine translation technology has surged forward at an astounding pace, permeating numerous sectors and dramatically elevating both the efficiency and accessibility of translation services. Nevertheless, this technological advancement presents unprecedented challenges to conventional English translation pedagogy. Given the growing ubiquity of machine translation, a critical question arises: How can we refine and enhance the content and methodologies of translation courses to bolster students' translation competencies, especially their translation quality and adaptability when leveraging machine translation tools? This has become an urgent issue within the realm of translation education. Against this backdrop, this article endeavors to investigate novel approaches to reforming English translation course instruction. The objective is to nurture translation professionals who excel not only in language skills but also in the application of technology, thereby fulfilling the heightened expectations for translation work in the future society.

Teaching the Professional Dimension of Translation in Academic Translation Programmes

Reform policies in higher education have brought about changes in attitudes regarding the education of translators. One of the latest challenges concerns the concept of professionalization of translation and the need for a type of training that would provide students with the specific skills required for the translator’s profession. Indeed, most translation programmes today aim at educating highly qualified translators on a competence-based training. Μore particularly, the emphasis is on metacognitive competence acquisition and the reflexive capacity development taking into account students’ motivation and expectations, their general background knowledge as well as individual learning styles. The present paper proposes a didactic approach on a professionally-oriented basis that would help students enter most effectively the translation industry by realizing at the same time the importance of acquiring a strong theoretical background on translation. Among the main issues to be addressed are the contribution of translation theory to the practice of translation, the role of the translator as cultural mediator, his social responsibilities as well as the translator’s psychological traits and their effect on translation quality. Finally, it proposes a variety of learning activities that are closely related to the act of translating together with a number of student assessment methods bearing a strong professional orientation.

Study on the Teaching Reform of Translation Technology in the Context of New Liberal Arts

At present, the world is in a period of great change and development. Driven by emerging technologies such as artificial intelligence, big data, and the Internet of Things, the translation technology requirements for translation talents are higher. The study of translation technology has become the core curriculum of translation major, which has a profound impact on translation education under the background of the construction of new liberal arts. Guided by the new requirements of the development of language service industry, this paper discusses in detail the teaching mode of the core course of translation technology under the background of the new liberal arts from the aspects of the dilemma of translation curriculum, the principles of the design of translation technology curriculum, course content, teaching methods and course assessment. This paper explores how to reform the translation technology curriculum and realize the innovative development of education and teaching.

Investigating Translation Students’ Challenges in Rendering Arabic Idioms and Proverbs into English: Insights and Recommendations

This study investigates the challenges faced by 4th-year students majoring in Translation at Al-Buraimi University College in Oman when translating proverbs and idioms from Arabic into English. These expressions pose particular difficulties in translation due to their cultural and linguistic specificity, often requiring more than literal translation to convey their intended meaning accurately in the target language. Understanding these challenges is crucial for enhancing the effectiveness of translation education programs and improving students’ proficiency in handling idiomatic expressions. The findings showed that 4th-year translation students experienced three main difficulties in translating proverbs and idioms, ranging from the semantic and syntactic fields to cultural differences. First, semantically speaking, they struggled to grasp the meaning of the source text and find the closest equivalent proverb or idiom in the English language. Second, from the syntactic perspective, learners showed several deficiencies in making a correct structure in English. Third, the high percentage of wrong answers revealed a lack of cultural awareness regarding the target culture. This research employs qualitative methods to identify common difficulties that students encounter, offering insights into potential strategies and pedagogical approaches to address these challenges effectively. By focusing on idiomatic expressions and proverbs, this study contributes to the broader discourse on translation education and highlights the importance of cultural competence in achieving accurate and nuanced translations.

Exploring linguistic and cultural barriers in literary translation: an analysis of undergraduate students' strategies and challenges in translating Albanian texts into English

Purpose: Investigate the challenges undergraduate students face when translating Albanian literary texts into English, focusing on the cultural and linguistic considerations that impact the translation process and the concept of translation loss. Methodology: Qualitative analysis of the translation methods used by non-English-speaking students, examining the types of cultural loss, challenges, and solutions encountered. Data were collected by studying translated excerpts from the Albanian literary work "Prilli i Thyer" (Broken April), with attention to the strategies employed by students to address translation challenges. Findings: Students predominantly used literal translation, resulting in implicit, modified, and complete cultural losses. Key challenges included translating Albanian cultural words, idiomatic expressions, and grammatical differences. Despite these challenges, students demonstrated proficiency and versatility in literary translation, employing strategies such as adaptation, direct translation, borrowing, and omission. Implications: The findings highlight the need for enhanced cultural competence and linguistic skills in translation education. Recommendations include using Albanian-Albanian dictionaries and a deeper engagement with Albanian culture to improve translation accuracy and reduce cultural loss. Recommendations: Students should be encouraged to develop a comprehensive understanding of the source culture and to utilize creative translation solutions. Peer collaboration and feedback are also recommended to refine translation skills and strategies. Conclusion: This research contributes to the field of translation studies by shedding light on the intricacies of translating Albanian literature into English. It underscores the importance of cultural sensitivity and linguistic proficiency in producing accurate and culturally resonant translations, ultimately fostering a more interconnected and diverse literary world

Exploring the Use of Machine Translation in English-Medium Higher Education Contexts: Perspectives from Omani EFL Students

There has been a significant increase in the use of machine translation by university students as part of their coping strategies for their English-medium study. This practice has been a subject of debate among educators. Some argue that advancements in technology have made machine translation a valuable learning tool, while others remain skeptical, questioning its pedagogical benefits. This study is an attempt to explore Omani EFL students’ perceptions and attitudes regarding the use of machine translation as a coping strategy in their English-medium content learning activities. A qualitative research design, employing an open-ended survey and semi-structured interviews, was used in the study. Thirty-five students enrolled on different English-medium majors at a public Omani university voluntarily participated in the investigation. The data was analysed thematically and inductively. Results showed that all participants reported using machine translation for various learning activities, including looking up the meanings of discipline-specific terminology and translating individual sentences and longer texts from English to Arabic and vice versa. Some participants noted that machine translation tools tend to perform better when translating from Arabic to English compared to translating from English to Arabic. However, participants also highlighted several challenges related to the use of machine translation as a coping learning strategy. The implications for translation pedagogy and research are discussed.

Polyphony as a Transformative Factor in Solopreneurship Education of Language Specialists

This article aims to demonstrate that the notion of multiple voices (polyphony) is a powerful educational idea that can bring value to translator education programmes. Based on a class dedicated to entrepreneurial functioning of MA students in translation, the article strives to show how polyphony can be entrenched in class content and classroom dynamics. It is argued that polyphony can empower students’ polyphonic approach to career choices. The empirical part discusses the responses from the class participants in 2023 concerning their perception of the modes of work they find most attractive. Conclusions outline areas for enhancements in class content and classroom dynamics.

The Evolution of Students’ Ability to Identify and Solve Different Types of Translation Problems: Insights from a Longitudinal Process and Product Study

Problem-solving is a multi-faceted activity, which lies at the very heart of the translation process and requires the effective operation of translation competence (TC). This article investigates how a group of undergraduate students who participated in a comprehensive longitudinal study into the development of TC approached three different types of prototypical translation problems before and after receiving 7.5 months of translator education. The study examines 315 problem-solving paths, focusing in particular on verbal (but also non-verbal) evidence confirming students’ awareness of the nature of the problems, the strategicness of the problem-solving process, and the plausibility of the final solutions provided.

Personalized translator training in the era of digital intelligence: Opportunities, challenges, and prospects

This study investigates the transformative effects of digital intelligence on translator education through a theoretical and exploratory approach, employing both bibliometric and content analysis to derive its findings. It systematically examines the evolution of translator training methodologies through the integration of AI, ChatGPT, large language models (LLMs), and 5G, providing a comprehensive framework for understanding these changes. Key findings reveal that personalized learning, supported by digital tools, significantly enhances student engagement and skill acquisition. However, challenges such as ensuring data quality, mitigating excessive dependence on technology, and maintaining ethical standards persist. The study underscores the critical necessity of developing advanced training platforms and strategies that foster effective teacher-student interactions and uphold academic integrity. Furthermore, it emphasizes the importance of continuous innovation in educational practices to equip future translators for the demands of a digital and highly connected world. These insights offer valuable guidance for educators and policymakers in crafting curricula that are both forward-thinking and resilient.

Research in interpreter and translator education (1955-2022): a state-of-the-art review

ABSTRACT It has been over 60 years since interpreter and translator trainers began to generate and disseminate knowledge in the 1950s. Although there have been reviews of 10 to 15 years of research, no attempts have been made to review the literature published over the past six decades for an overall landscape of knowledge creation in T&I education. This study attempts to conduct a state-of-the-art review of 68 years of research in the field to identify the existing research themes, research designs, their evolution over time, and the difference in themes between translator and interpreter training research and between translation studies (TS) and non-TS journals. Deductive content analysis was performed to analyse 1171 articles sampled through a heterogeneous purposive strategy from TS and non-TS journals published between 1955 and 2022. The results can inform scholars of existing research themes, research designs, their evolution, and differences in themes between interpreter and translator training research and between journals of different disciplinary categories, providing them with a sense of research context to justify new research.

Pedagogical translation for reading comprehension in mixed HL‐L2 secondary classrooms

AbstractThis exploratory, mixed methods study proposes that pedagogical translation be implemented for biliteracy acquisition in mixed heritage language (HL)‐second language (L2) secondary Spanish classrooms. It investigates the mediation of pedagogical translation for reading comprehension in two mixed HL‐L2 secondary Spanish classrooms at a suburban high school in the southwestern United States. The research question, How does pedagogical translation influence reading comprehension in a mixed HL‐L2 secondary Spanish classroom is addressed in this work. Findings indicated that through a pedagogical translation activity, heritage language learners (HLLs) and second language learners (L2Ls) demonstrated metalinguistic awareness and vocabulary learning, which are indicators of reading comprehension. Differing HLL and L2L learning approaches during the activities are discussed, followed by pedagogical and research implications.

The importance of Artificial Intelligence in the teaching of translation theory and practice

This article discusses the significant role of artificial intelligence (AI) in teaching translation theory and practice. AI tools enable students to visualize theoretical concepts, practice real-time translation, and receive personalized feedback. While AI enhances educational outcomes, it is essential to balance its use with traditional methods to promote creativity and critical thinking. The article highlights how AI's adaptive learning algorithms and practical applications can reshape the future of translation education

Human-Machine Interaction Translation under Artificial Intelligence and Big Data: Analysis from the Perspective of Text Stratification and Corpus Construction

With the continuous advancement of artificial intelligence and big data technologies, the neural network-based machine translation driven by deep learning continues to flourish. This ongoing progress not only propels the application of translation technology and reshapes the translation industry but also profoundly impacts the realms of language learning and translation. This paper, situated against the backdrop of artificial intelligence and big data, focuses on the fundamental aspects of text stratification and corpus construction. Building upon discussions about text stratification and corpus construction, this paper extensively examines how human and machine interaction can effectively balance translation quality and cost, maximizing translation efficiency. Additionally, this paper proposes several innovation suggestions regarding future bilingual translation pedagogy.

The Machine Translation Post-Editing Annotation System (MTPEAS)

Abstract Machine translation post-editing quality evaluation has received relatively little attention in translation pedagogy to date. It is a time-consuming process that involves the comparison of three texts (source text, machine translation and student post-edited text) and the systematic identification and correction of students’ edits (or absence thereof) of machine translation (MT) output. There are as yet no widely available, standardized, user-friendly annotation systems for use in translator education. In this article, we address this gap by describing the Machine Translation Post-Editing Annotation System (MTPEAS). MTPEAS includes a taxonomy of seven categories that are presented in easy-to-understand terms: Value-adding edits, Successful edits, Unnecessary edits, Incomplete edits, Error-introducing edits, Unsuccessful edits, and Missing edits. We then assess the robustness of the MTPEAS taxonomy in a pilot study of 30 students’ post-edited texts and offer some preliminary findings on students’ MT error identification and correction skills.

Advancing Audiovisual Translation Education: Evaluating and Enhancing the Capabilities of English Undergraduates at the University of Mataram

This study aims to evaluate and develop the audiovisual translation (AVT) skills of English education undergraduate students at the University of Mataram. As the dissemination of information increasingly occurs through dynamic online media, mastering AVT techniques has become essential for future language professionals. The study will examine the quality of subtitle translations produced by students, as well as their ability to translate audio content into video captions - a new skill beyond traditional dubbing. By assessing current capabilities, the study seeks to reorient translation course curricula to better balance theoretical knowledge and practical application. Given the rapid technological advances in AVT, this study is critical in ensuring university programs adapt to emerging industry needs. The findings are expected to contribute to improving the quality of AVT education and enhancing the preparedness of English undergraduates to work as professional audiovisual translators. Ultimately, the study aims to empower the next generation of translators with the necessary skills to effectively convey information across multimedia platforms.

Systemic functional linguistics and translator education: A literature review

Systemic functional linguistics and translator education: A literature review

How do students engage with parallel corpora in translation? A multiple case study approach

AbstractWhile emerging research has contributed significantly to our understanding of the efficacy of parallel corpora in translation education, specifically concerning student performance and perception, however, there remains a noticeable gap in the literature regarding the examination of student engagement with parallel corpora during the translation process. To address this research gap, the present study seeks to comprehensively analyse the behavioural, cognitive, and affective engagement of three MA students when utilizing parallel corpora in Chinese–English translation tasks. A multiple case study design was implemented, drawing upon a diverse range of data sources, including screencasts capturing students’ translation processes, the resultant translation outputs, corpus search logs, and in‐depth interviews. The findings of this investigation reveal distinct engagement patterns exhibited by individual students and underscore the intricate interplay of these three dimensions of engagement. Furthermore, student engagement with the parallel corpus significantly influences their translation performance. This research also unveils various factors that impact student engagement patterns, including the perceived affordances of the parallel corpus, students’ self‐perception, and learning motivation.