Translator Education Research Articles

Using translation by students in foreign (English) language lessons

Relevance. The relevance of the research lies in the use of translation by students in foreign language lessons determines the strategy and concept of learning, since the modern world is rapidly developing, differentiating and changing; it needs constant translation and explanation. Translation reduces the feeling of anxiety when learning the target language, creates a positive sense of relaxation and reduces stress in students. It helps to achieve results that require writing, reading, systematization of ideas and the formation of proposals. Purpose. The purpose of the study is to consider the factors and features of the use of translation by students in English lessons. It is important to mention pedagogical translation, which serves to improve the language skills of students. Methodology. The research is based on the following methodological approaches: empirical, pedagogical experiment, questionnaire. Results. It is suggested to use the translation of a foreign language in the lesson for a better presentation of new vocabulary, explanations of complex grammatical structures and brief comments on the content of the texts discussed. Bilingual translation is also a good tool for monitoring the degree of understanding of more complex sentences and checking whether the student has actively mastered certain language structures. Conclusions. The integration of translation in foreign language lessons not only enhances linguistic competence but also fosters active student engagement, making the didactic process more appealing and modern. The pedagogical utilization of translation represents a fundamental component of the innovative learning paradigm and is indispensable for developing essential skills and knowledge in the field of foreign language education. Keywords: foreign language; translation; lesson; students; text; language competence; pedagogical translation

The translation teaching platform based on multilingual corpora of Xi Jinping: The Governance of China: Design, resources and applications

Over the last two decades, the domain of corpus-based translation studies has evolved into a significant paradigm, instrumental in probing a diverse array of scholarly inquiries. This article demonstrates the various uses of corpus analysis techniques that have gained popularity in translation studies, and it presents a new multilingual corpus. This corpus showcases the evolving nature of the field as it expands to accommodate new conceptual frameworks and methodologies. In addition to addressing the use of corpora in translating, learning, and analyzing translation within the context of multilingual corpora and machine translation, this article reports on a pilot project concerning the construction of an AI-based translation teaching platform. Utilizing multilingual corpora, the platform aims to create a foundation for extensive translation instruction and multilingual training at the tertiary level. Following a discussion on the evolution of corpus-based approaches in translation studies and their connection to the growth of translation education as a profession, the paper describes the actual design of the platform. This includes the theoretical framework, the methodology of annotation, and the execution of the software programme. These corpora are relevant not only to individuals studying translation but also to the related multilingual corpora, comprising collections of originals and their translations in the same language.

Gemination and Degemination before the Feminine Sound Plural Suffix in Native and Loanwords in Arabic

This study aimed to explore the gemination of consonants preceding the Feminine Plural suffix /-a:t/ in native and loanwords in Arabic, which consonants are geminated and when they are degeminated before /a:t/, to compare the conditions under which geminated and ungeminated consonants occur before /a:t/; and to define the relationship between the vowels preceding geminate and singleton consonants in syllables before /a:t/. A sample of 70 loanwords and 70 native Arabic nouns and/or adjectives having a Feminine Sound Plural (FSP) form with geminated and degeminated consonants before the suffix /a:t/ was collected from some websites. Data analysis showed that the FSP formation of both native and loanwords in Arabic follows the same Arabic pluralization rules. When a stem ends in a singleton consonant, the feminine plural suffix /a:t/ is directly added in لمسات /lamasa:t/ touches & درونات /dro:na:t/ drones. Almost all types of consonants can be geminated in word-final position in Arabic. In this case, the suffix /a:t/ is directly added to form FSP as in فلزّات /filizza:t/ metals & لمات /lamma:t/ gatherings. But when the stem ends with a vowel following the geminated consonant, the vowel is deleted as Arabic does not allow the sequence of two vowels (مودات /mawadda:t/ affections). The stops /p, b, k, g/, fricatives /f, ʃ, tʃ, dʒ/ and graphemes {ll}; {lla}, {ette} are geminated in some loan stems before the plural suffix /a:t/ as in كليبات /klippa:t/ clips; تريلات /trilla+a:t/ trailers; بروفات /proof+a:t/ professors; تاتشات /tatʃtʃ+a:t/ touches; مانشيتات /manʃitt+a:t/ manchettes (headlines). In 48% of the loanwords in the sample, the final consonant of the stem is not geminated before /a:t/ ماركت) /ma:rkita:t/ markets( due to the long vowel in a preceding syllable. In loanwords where the stem is feminine singular ending in /a/, this vowel is deleted before /a:t/ as in صالات /Sala:t/ salles; كاميرات /kamira:t/ cameras, as it is the case in native Arabic words with stems ending in /a/. No gemination takes place before /a:t/ as there is a long vowel in a preceding syllable. The study concludes with recommendation for language and translation pedagogy and for future research.

Semantic evolution of a lexeme in historical context: analysis of changes in its meaning and usage

The research in the field of language history should be based on the latest achievements and developments in philology, history, anthropology, and pedagogy. The semantic evolution of a lexeme should be relevant for translators, artists, and literary critics. The study aims to establish the effectiveness of different approaches to defining the semantic evolution of a lexeme. Also, it seeks to determine the influence of changes in the meaning and usage of a lexeme on the analysis of changes in the meaning and use of a lexeme, taking into account the historical context. In addition, it is necessary to consider an assessment by students and teachers regarding the effectiveness of using knowledge of language history and the historical context of lexeme evolution within translation activities. The study employs a comprehensive approach to a methodology. The main methods used in the research are the descriptive method, as well as analysis and synthesis. They are used to present theoretical material. Furthermore, a comparative method was used to show the evolutionary processes of changes in the usage and meanings of lexemes. Separately, the author also employed survey and observation methods. The main hypothesis assumes that the practical application of innovative approaches and principles to the reconstruction of lexeme semantics evolution will demonstrate an increase in accuracy and clarity of translation, its interpretation, and revision. Therefore, it will facilitate and improve the quality of work with a text. The result of this study is a proof of the effectiveness of using different methods and approaches to establish the evolution of lexical semantics, as well as the specifics of meanings and usages, where knowledge of the historical context is essential. The collected data indicate the prospects for implementing projects in translation pedagogy, language history, and literature.

TRANSLATION AS A PEDAGOGY IN THE DEVELOPMENT OF ENGLISH SECOND LANGUAGE IN A RURAL UNIVERSITY

English proficiency among black South African learners and students has been found to be generally difficult to attain despite English being used as the sole medium of instruction in schools and at universities. To mitigate the issue, this paper explores the use of translation pedagogy as an approach in enabling bilingual students to utilise their linguistic repertoire as a tool not only to enhance their English Second Language development but to also give recognition to their first language. The contribution of the study is made significant by the fact that available related research has largely been conducted at kindergarten and school level leaving a gap in the higher education environment. An observational qualitative data collection methodology was conducted in which a university lecturer presented a lesson prepared by the researcher. The participants were bilingual in a predominantly African language speaking university community in a rural area of South Africa. The use of students’ African language (IsiZulu) was observed to enhance their English vocabulary which in the process saw them participating freely in both languages throughout the lesson. The main finding of the study is that English competency can be enhanced with the learners’ home language in a carefully prepared lesson that draws from translation pedagogy.

Ethical awareness and professional responsibility: educating translators to tackle diversifying industry dilemmas

ABSTRACT Ethical awareness is arguably becoming ever more relevant with the increasing digitalisation of professional practice. Ethical dilemmas are changing in nature, becoming more diverse and more difficult to tackle, also as technologically infused realities give rise to more blurry boundaries. Language professionals, in training for the roles of the future, require a strong sense of professional responsibility. This correlates with the ability to define their own ethical profiles and to apply them agilely to navigate evolving industry expectations. Ethical profiling is paramount if graduates of translation education are to confidently engage with the variety of emerging language-based roles, including those that involve significant automation. This article focusses on professional ethical requirements for the language industry as exhibited in the Romanian national context and describes educational tools that may support the development of ethical awareness for newly trained translators. The article reports on a pedagogical model applied with second year master’s students in translation, which can ensure increased explicit exposure to ethically-charged professional scenarios as part of curriculum design. The suggestive model aims to mould professional ethical behaviours of trainee translators and to equip them with methodological options to support the continuous enhancement of their professional profiles while realistically assessing market developments and identifying shifts in ethical expectations.

Speech Recognition Enhancement and Compression Perception in Russian Translation Teaching Cooperative System Application

Abstract In the digital age, characterized by the ubiquity of big data and artificial intelligence, Russian translation education is poised for transformative change. This study explores the integration of advanced speech recognition and compressed perception technologies into Russian translation instruction, highlighting their potential to elevate educational quality and translator training. Utilizing the Spring Boot framework, we developed a comprehensive Russian translation teaching system, incorporating a Russian-Chinese speech translation model that leverages the RNN Transducer model and an N-gram language model, alongside compressed perception theory for efficient speech signal processing. Our findings reveal a notable enhancement in Russian speech recognition accuracy and processing speed, with a 4.73% improvement in endto-end speech detection accuracy and a significant reduction in word error rate, outperforming CTC and CTC-LM models by 14.79% to 24.85%. Furthermore, speech quality and intelligibility scores experienced marked improvements. The application of speech recognition enhancement and compressed perception technologies emerges as a vital strategy for enriching Russian translation pedagogy and fostering the development of proficient translators.

Research on the Application of Natural Language Processing Technology and Optimization of Teaching Strategies in English Translation Education in Colleges and Universities

Research on the Application of Natural Language Processing Technology and Optimization of Teaching Strategies in English Translation Education in Colleges and Universities

Construction of Evaluation System for English Translation Teaching in Colleges and Universities under Cross-cultural Perspective

Abstract The construction of the evaluation system of English translation teaching in colleges and universities under the cross-cultural perspective to improve the quality of translation education. The focus is on integrating the LMBP neural network algorithm and quantitative judgment indexes to provide an adequate evaluation model for English translation teaching. The study adopts the neural network algorithm based on LMBP, combined with the quantitative processing methods of “AHP+DEA” and “Entropy Assignment Method+Euclidean Distance Method”, to systematically construct and empirically analyze the evaluation indexes of teaching. It is found that teaching construction, application and effect are the core indicators of evaluation. Regarding teaching construction, classroom content integrity (correlation coefficient 0.428) and learning resources integrity (correlation coefficient 0.439) are the key factors. Teaching application analysis showed that hybrid teaching positively correlated with student achievement (r=0.569). Conducting effectiveness analysis showed that student discussion and in-class performance were significantly and positively correlated with teaching evaluation (p<0.005). These results prove the effectiveness and usefulness of the constructed evaluation system.

SELF-GUIDED EXPLORATION IN ENGLISH-INDONESIAN TRANSLATION CLASS

Translation holds significant importance in conveying language and culture across various linguistic and cultural contexts, being an integral part of college curricula. It is also a mandatory subject in various university programs in Indonesia. However, the effectiveness of translation education appears suboptimal, possibly due to the monotonous learning environment, lacking active translation opportunities, and overly explanatory teaching approaches. Thus, there is a need for innovative teaching methods to nurture translation skills actively. One proposed model is self-guided exploration in translation learning, which encourages students to actively engage in translating practice at their level. This study employs descriptive qualitative research to show the process and outcomes of selfguided exploration in enhancing translation skills, particularly in understanding written discourse. The findings indicate a satisfactory mean score on translation tasks, suggesting the effectiveness of selfguided exploration in improving translation proficiency.

Towards a Historical Approach to Translation in Translator Education

Academic programs across disciplines often require a foundational knowledge of history as an essential component for earning degrees in various areas of expertise. In the context of translation programs, the history of translation may either be offered as a distinct and separate course or integrated into practical translation courses. Since the 1980s, scholars in the field of translation have recognized the significance of historical research and have actively developed methods and theoretical approaches to establish this as a discipline in its own right. Presently, there is an abundance of material on the history of translation, accompanied by a concerted effort to construct a historiography specific to the field. Despite the vast array of bibliographic resources available, one notable lacuna in Translation Studies pertains to effectively introducing the historical dimension of translation to students who may grapple with comprehending this extensive body of theoretical knowledge and understanding the contribution of a historical approach to the act of translating. This article seeks to illuminate strategies for familiarizing students with the historical dimension of translation within the framework of a translation history course. The overarching aim is to underscore how translation history can contribute to students' development of a robust theoretical background on the translation phenomenon while enhancing their practical skills. Additionally, the paper explores the potential resistance students may harbour toward the perceived utility of a historical approach in addressing practical translation issues. Furthermore, the discussion delves into the role of Bibliographies of Translation Studies, which collate scholarly publications on translation, as comprehensive academic tools essential for systematizing existing yet often fragmented knowledge in this specific scientific domain. The research methodology employed is theoretical exploration, focusing on concepts such as history and historical research in translation, the objectives of a translation history course, and the design of course content along with methods for assessing student performance. The fundamental conclusion drawn is that the historical approach to translation is intricately connected to the act of translating, emphasizing the need to integrate translation history into translator training at higher education institutions. The recommendation is to offer translation history as a standalone course within translator training programs, featuring clearly defined goals and a strong orientation toward the practical aspects of translation. The envisioned objective of a "History of Translation" course is not only to address students' knowledge gaps but also to instill curiosity and research skills, fostering a lifelong learning mindset crucial for translation practice. Such an approach is anticipated to cultivate a "translation culture" among learners, contributing to the development of their self-awareness and enhancing their standing as professionals in the translation industry.

طـــلاب الـترجــمة العــراقــيون يـواجــهـون تـحــديات تـرجــمـة الأمــثال العـراقــية إلــى اللـــغـة الإنجـليزيـة

يبدو أن من أصعب المهام التي يواجها الطلاب هي ترجمة الأمثال، وخاصة الأمثال العراقية. في الفصل الثاني من العام الدراسي (2022-2023)، واجه ثلاثون طالباً من طلاب المرحلة الرابعة في تخصص الترجمة في الجامعة المستنصرية في العراق تحديات أثناء محاولتهم ترجمة الأمثال العراقية إلى اللغة الإنجليزية. تم تطبيق تقنية كمية في هذه الدراسة. تم استخدام عشرة أمثال عراقية في اختبار الترجمة الذي صممه الباحث. تتوافق الدراسة مع المبادئ التوجيهية الأخلاقية وتحافظ على سرية المشاركين وعدم الكشف عن هويتهم. تم تحليل ترجمات الطلاب للأمثال العراقية إلى اللغة الإنجليزية بشكل كمي لتحديد تكرارها (و) ونسبة (٪) للاستخدام. تمثل ترجمة الأمثال العراقية إلى اللغة الإنجليزية تحديات لغوية وثقافية للتلاميذ العراقيين. ومن خلال معالجة هذه التحديات من خلال تطوير الكفاءة اللغوية، والتدريب على الحساسية الثقافية، وتوفير موارد تعليمية واسعة النطاق، قد يزود تعليم الترجمة الطلاب بالمعرفة والمهارات التي يحتاجون إليها لترجمة الأمثال بدقة وبنجاح.

Unraveling Challenges: Factors Influencing English Translation Competence in Higher Education ESL Students

This study investigates the intricate challenges faced by undergraduate students in English translation through the analysis of text samples from a cohort of 40 participants. By identifying and elaborating on key themes such as linguistic complexity, grammatical inconsistencies, cultural nuances, lexical choices, syntax issues, and terminology discrepancies, the research provides a comprehensive exploration of the difficulties encountered in the translation process. Drawing on specific examples, the study not only corroborates existing research findings but also contributes new insights into the nuanced nature of these challenges. The implications for educators and institutions are discussed, emphasizing the pressing need for targeted interventions. These interventions encompass language development programs, cultural sensitivity training, and the integration of technology to enhance students' translation competence. The study extends beyond mere identification of challenges by offering practical recommendations to improve the quality of English translation education at the undergraduate level. The findings serve as a valuable resource for educators, curriculum designers, and policymakers seeking to refine pedagogical approaches and provide more effective support structures for students navigating the complexities of English translation.

Report on implementing the EFFORT Erasmus+ project at the Faculty of Letters of the University of Wrocław

This paper aims to provide the Polish readership interested in translator education with the main assumptions of the Erasmus+ EFFORT project. Therefore, this contribution addresses such issues as the stages and manner of EFFORT project implementation at the Faculty of Letters of the University of Wrocław (Wydział Filologiczny Uniwersytetu Wrocławskiego; UWr). Moreover, this report aims to present the intellectual outputs produced in the project along with their translations into Polish.

COLOUR AS A METACOGNITION ENHANCING STRATEGY IN SCIENTIFIC TRANSLATORS’ EDUCATION

Colour is one of the codes that has proved successful in helping students retrieve knowledge, become aware of their strengths and weaknesses and provide them with an opportunity to improve their knowledge, skills and confidence effectively. Using descriptive statistics and hypothesis testing, this paper presents a comparative analysis of the performance of an experimental group of students who received colour-coded feedback and a control group of students who received non-coded feedback. The analysis is aimed at determining the contribution of colour-coded feedback to successful error identification and correction and the development of metacognitive activity. The results of this study point to more successful error correction in self-revisions and improved performance in translation, revision and reflection tasks among the students who received colour-coded feedback. This project is suggestive of enhanced metacognition, particularly for the specificities of scientific and technical translation. Keywords: colour coding, metacognitive bundling, constructive feedback, scientific translation, translator education

INTRODUCING WELL-BEING TO THE TRANSLATION CLASSROOM: INSIGHTS FROM THE TRENCHES OF COVID-19

The abrupt and profound changes due to the COVID-19 pandemic caused a variety of social and personal situations that negatively affected the well-being of teachers and students in higher education thus producing serious emotional strain. Previous research shows that satisfactory student performance can be obtained in an online class when it is accompanied by psychosocial support tools, such as enrichment and remediation tutorials, academic advising, guidance and counselling programs, fitness and wellness resources, spiritual formation activities and faculty-student consultation. This paper aims to test the effectiveness and the perception of well-being and participative activities in the translation classroom. It presents the findings of a pilot intervention implemented with 42 translation students. The intervention is based on the PERMA theory of well-being and tests 9 well-being and participative techniques. The methodology combines pre- and post-intervention questionnaires and the analysis combines quantitative and qualitative methods. The findings suggest that although there are no significant quantitative differences, students’ perceptions are positive. Suggestions are discussed together with possible implications for the future. Keywords: psychosocial support, well-being, teaching methods, higher education, translation education

REVOLUTIONIZING TRANSLATOR TRAINING THROUGH HUMAN-AI COLLABORATION: INSIGHTS AND IMPLICATIONS FROM INTEGRATING GPT-4

As artificial intelligence transforms the landscape of language technologies, advanced natural language processing models like GPT-4 are poised to revolutionize translator training paradigms. This mixed-methods study examined the integration of GPT-4 into translator education to harness its potential while retaining human expertise as the core. Structured translation prompts demonstrated GPT-4’s prowess in technical translations, but the model faces challenges in capturing complex literary and cultural subtleties, necessitating measured integration approaches. Interviews with experts in AI-enabled pedagogy advocated blended learning models judiciously combining GPT-4’s capabilities with immersive human training focused on creativity and cultural awareness. Direct observations of translator trainees showed benefits from GPT-4 usage, like personalized feedback and the need for human collaboration in complex cases. Cross-case analysis revealed variances in aptitude across diverse text genres and subjects, demanding tailored deployment strategies. While recognizing the risks associated with overdependence and taking into account ethical considerations, findings indicate an immense potential for GPT-4 to enrich pedagogy if integrated prudently in a human-centric manner. This underscores a balanced approach harnessing AI to amplify competencies without compromising the irreplaceable human essence underpinning high-quality, ethical translation. Keywords: ChatGPT, Translation, GPT-4, Translator training, Human-AI collaboration

Time Metaphors in English and Arabic: Translation Challenges

Time metaphorical expressions are common in all languages and in general as well as specialized contexts. This study explores the similarities and differences between English and Arabic time metaphorical expressions containing , and the difficulties that student-translators have in translating them; the translation strategies they use and the causes of translation weaknesses. A sample of English and Arabic general and specialized time metaphors containing second ثانية, minute دقيقة , hourساعة , day يوم , year سنة، عام , age, era, and epochحقبة , عصر; الدهر eternity; time وقت، زمن was collected, analyzed and compared. It was found that time metaphorical expressions fall into 4 categories: (i) those that are identical in form and meaning in both languages (golden age, around the clock); (ii) those that are similar in meaning but differ in wording (wait for ages); (iii) those that exist in English, but have no equivalents in Arabic (time is money); and (iv) those that exist in Arabic but have no equivalents in English (زلزلة الساعة tremors of the day of judgment). Specialized expressions used in both languages are exact translations (Stone Age). Student-translators could translate fewer than 20% of the test items correctly and left many blank. Time metaphorical expressions similar in both languages were easy to translate, whereas opaque ones with an idiomatic or metonymic meaning and culture-specific ones were difficult (زمن أكل عليه الدهر وشرب too old, obsolete; الرويبضة insignificant people talking about crucial issues ). Those that require a specialized background knowledge (العصر الطباشيري Cretaceous Period) were difficult as well. Numerous strategies were utilized in translating the time expression as literal translation, partial translation, paraphrase, using synonyms and extraneous translations. Results and recommendations for translation pedagogy are given.

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.

“It is untranslatable, but we try hard”: Translators and Translation Experts on the Current Problems of Translation Theory and Practice

This paper summarises the materials of the discussion devoted to the role and specificity of artistic translation in the contemporary world, which was held in the summer of 2023. The participants of the discussion are specialists from Argentina, the UK, and Russia (Moscow, St Petersburg, and Yekaterinburg), all of whom are active translators, as well as researchers, lecturers, and translation editors. The participants received questions they were offered to answer, and their written responses make up the text of the article. The article is relevant, as today, the role of translation is increasing, and translation theory is one of the dynamically developing areas of modern scholarly knowledge. The contributors examine such topical issues of translation theory as translatability/non-translatability, didactics of translation, and the reliability of the source base for translation. The discussion also considers the role of new translations of classical literary works whose earlier translations have already entered the receiving culture, and translations meant for different groups of readers. Additionally, the contributors of the article express their views on the identity of the translator, on what it means to be a “good translator”, the requirements and demands that are placed upon them.