Translation Teaching Research Articles

Reflection on Teacher Feedback in Hybrid Teaching of Translation

In the context of the diversity and multi-modality of teaching feedback, the importance of teacher feedback has been impacted by online (computer) feedback and peer feedback, so it's necessary to highlight and give full play to the important role of teacher feedback. After analysis of the characteristics of hybrid translation teaching, the research asserts that all feedback should be given full play to their roles in translation teaching. Teachers are suggested focusing on students' necessities to offer re-feedback and deep feedback by highlighting key and difficult points, meanwhile, to enrich cultural literacy and provide value guidance as well as promoting students to actively perceive, understand and adopt feedback information are the core work of teacher’s feedback to improve translation teaching efficiently and effectively.

Chinese-English Translation Teaching in the Context of "Understanding Contemporary China": Problems and Countermeasures

Translation is a typical cultural communication behavior. Enabling college students to spread China's voice in English is an important purpose of translation teaching in the context of "Understanding Contemporary China". But the problems existing in the current Chinese-English translation teaching are also obvious: the teaching purpose is mainly exam-oriented; translation materials are CET-4 and CET-6 related; Teaching method equals to sentence analysis. Thus, only by constructing a translation teaching model with the purpose of communication, contemporary "China stories" as the main translation materials, and interpretation as the leading training, can it meet the requirements of the new context.

Translation Studies in the Era of AI: Characteristics, Fields and Significance

With the development of artificial intelligence in translation research, it is possible to form a new perspective on translation studies, which is translation studies from the perspective of artificial intelligence. Translation studies from the perspective of artificial intelligence are fundamentally based on artificial intelligence and are characterized by intelligence, situationality, and integration. The research fields of translation studies from the perspective of artificial intelligence mainly include the study of translation product quality and effectiveness, the study of translation processes, and the study of translation teaching. The emergence of translation studies from the perspective of artificial intelligence not only promotes a rethinking of theoretical models in translation research but also advances the transformation of research methods, expanding and deepening the contents of translation teaching. The emergence of translation studies from the perspective of artificial intelligence not only promotes a rethinking of theoretical models in translation research but also advances the transformation of research methods, expanding and deepening the contents of translation research.

Research on the Innovation of English Teaching Mode Based on Artificial Intelligence

This article presents a research on innovative approaches in English language teaching through the application of Artificial Intelligence (AI). The aim is to address the issues found in traditional English language teaching methods by utilizing AI technology. The article begins by identifying the problems in traditional English language teaching and exploring the current applications of AI in education. Then, it specifically discusses the application of AI technology in English language teaching, such as interactive listening training, intelligent error correction and personalized post-class guidance, and cloud-based intelligent English translation teaching. Subsequently, a proposal is put forward to construct a new English language teaching system based on AI technology, including modules for engaging explanations, interactive English assignments, and creating scenarios for cross-cultural communication oral training. Lastly, an evaluation method for assessing the innovation of English language teaching models based on AI is introduced, which includes feedback and perceptions from both teachers and students, as well as an assessment of teaching outcomes. The research findings of this article can provide a more intelligent, personalized, and effective English language teaching approach, thus positively impacting the quality of English language teaching and enhancing students’ interest in learning.

The Impact of a Vision Intervention on Translation and Interpretation Students’ L2 Motivation

Visionary teaching interventions have had a positive impact on developing and strengthening students’ ideal L2 self and motivated behavior. However, research on the effects of this kind of intervention on the motivation of translation and interpretation students is scarce. Using a mixed methods approach, the study aimed to evaluate the impact of a semester-long intervention, focused on translation and interpretation students’ future professional careers, on their motivation, intended effort, and willingness to communicate. The participants were translation and interpretation students with a B1 level of English, who were divided in two groups for the study. The treatment group received a vision intervention (N=14) whereas the control group (N=14) did not. To measure the differences in motivation before and after the intervention, a questionnaire was used. Additionally, a semi-structured interview was used to explore in greater depth the students’ perceptions of the experience. The results of this study reveal that visionary teaching increased both ideal L2 self and intended effort of students. Furthermore, it showed that the intervention was memorable for students and that it benefited them in establishing a future L2 professional vision as well as outlining the steps to achieve it. Our findings suggest the importance of including visionary teaching in translation and interpretation programs so that students can become motivated and involved in their future professional paths.

The Application of the Combined Corpus in C-E Translation Teaching

In recent years, corpora have become increasingly sophisticated and are popular among linguists and widely followed by academics because of their powerful functions. This paper investigates the combined use of single and bilingual corpora in teaching translation quality assessment. Using single and bilingual corpora as research objects, the empirical method explores the path of efficient use of combined corpora in translation teaching, and the results show that the combined use of corpora can provide strong support for translation learners in vocabulary selection, comparison of synonyms and conducting translation quality assessment, and this study aims to improve the quality of teaching and learning in translation courses.

An Empirical Study on the Improvement of Students’ Strategic Competence Through Translation Project Teaching

Strategic competence, as a meta-cognitive ability, determines the other translation sub-competences. To tease out how students’ strategic competence is developed in translation project is significant in enlightening the translation teaching practice. This study explores how five Chinese college students’ translation competence, particularly their strategic competence, develop within a translation project introduced into the translation teaching of the authors’ institute. Strategic competence includes four parts: problem identification, solution proposal, action taking, and decision making. By examining both the translation process and the translation product, including translation tasks, translation logs, group discussions, and interviews from five student translators, we found that the overall translation competence of the student translators has significantly improved. The development of various elements of strategic ability is uneven, with the abilities to identify problems, evaluate issues, and take measures showing the most significant improvement. However, there is a lag in decision-making capabilities in translation output. Based on these findings, the study provides concrete suggestions for improving the teaching of translation.

The importance of translation teaching in college English education and its strategies

This article discusses the importance of translation teaching in English language instruction at the university level, as well as its strategies. In English language instruction at universities, translation teaching plays a crucial role in helping students understand and apply language knowledge, promoting language learning and proficiency, and facilitating interdisciplinary learning and the development of comprehensive abilities. To implement effective translation teaching strategies, teachers should select appropriate textbooks and resources, as well as cultivate students' translation skills and strategies. Moreover, organizing appropriate translation activities as well as classroom practices, and providing timely feedback and evaluations, are essential steps. By integrating translation teaching, students' language proficiency and overall competence can be enhanced. In conclusion, translation teaching is important in English language teaching in colleges and universities, which can help students improve their English language proficiency and cross-cultural communication skills. In order to improve the quality of translation teaching, teachers can use strategies such as choosing appropriate teaching materials and resources, organizing translation activities and classroom practice, providing timely feedback and assessment, and cultivating students' self-directed learning ability. Through these efforts, we can better help students develop excellent translation skills and make them successful in intercultural communication.

Metode Pengajaran Penerjemahan yang Efektif di Tingkat Universitas: Pembelajaran dan Evaluasi

This article is based on the observation result of translation pedagogy at the university level. The important aspects of effective translation teaching design are highlighted with case studies of Faculty of Economics students as training participants. The purpose of this article is to present a teaching design that has been partially applied in the classroom while the training was ongoing. The key aspects to be considered in designing teaching begin with determining the goals to be accomplished, analyzing the interests, level of readiness, and expectations of training participants, analyzing the most suitable learning methods and materials, as well as preparing a learning evaluation framework. In preparing the syllabus, the selection and presentation of teaching materials is the key to achieving the expected competency. Using the special texts as translation training material builds the mental attitude of trainees and builds experience working on real translation projects. It also motivates training participants to conduct library research, develop terminology, and make corrections in group and independent work. Moreover, the correction was supervised by the instructor, both for individuals and groups. It formed the mental attitude of participants to be able to work independently, work in teams, be open to constructive criticism from training participants, admit mistakes, and make corrections.

Translation quality assessment practices of faculty members of colleges of languages and translation in Arab countries: an exploratory study

The investigation and understanding of the process of assessing translation quality in translation courses have attracted some attention. However, only a few studies have explored general assessment (GA) and specialised Translation Quality Assessment (TQA) practices used by different translation instructors. This study explores the assessment practices of 98 faculty members of the translation departments of various universities in Arab countries. In this exploratory study, data were collected using an adapted version of the Approaches to Classroom Assessment Inventory instrument. In addition, the authors designed a Translation Quality Assessment Practices Inventory aimed specifically for the investigation of TQA practices adopted by the faculty members. Data collected from the three-part survey were subjected to descriptive statistics, exploratory factor analysis, one-way analysis of variance, an independent samples t-test, and the chi-square test. The study reveals that the participants highly endorsed GA and TQA practices equally. The results indicate that three major TQA themes are particularly prioritised: the significance of errors; the use of particular assessment methods; and the primacy of objectivity. This research shows that there is an urgent need for more training aimed at improving TQA literacy among faculty members teaching translation courses. It contributes to the efforts to improve translation training and to design more effective curricula.

The Application of ChatGPT in Translation Teaching: Changes, Challenges, and Responses

ChatGPT is a new natural language processing machine learning model with strong content production capabilities. ChatGPT has the potential to transform traditional translation teaching models, effectively assisting personalized teaching, promoting students’ autonomous learning, constructing new teaching subject relationships, innovating teaching management models, promoting the transformation of knowledge production methods, and expanding the research space of translation education and teaching. At the same time, the application of ChatGPT also poses potential risks, such as weakening learning autonomy, alienating teaching subject relationships, damaging academic integrity, triggering knowledge security risks, ethical risks, and ideological risks. In order to address challenges and fully leverage the potential of ChatGPT in translation teaching, it is necessary to innovate teaching models, reform teaching processes, enhance students’ self-learning abilities, strengthen translation ethics education and ideological risk education, and enhance the digital literacy of teachers and students. The new artificial intelligence represented by ChatGPT has strong teaching potential as a “human like teacher”, but it cannot replace the human factors in education and teaching, thus cannot change the essence of education. In the future, teachers will still play an irreplaceable role in many aspects.

A Survey of Translation Learners’ Uses and Perceptions of Neural Machine Translation

This paper reports a questionnaire-based survey that was designed to investigate how a group of Chinese translation learners used and perceived Neural Machine Translation (NMT), with a view to providing pedagogical implications for translation instruction which is being confronted with the AI-powered translation technology. 326 second- and third-year college students, who were translation learners as well as English majors from the same university in China participated in the survey. They reported high frequency of NMT use in their translation learning as well as English major learning. Instead of directly borrowing the NMT output, most of them post-edited it and/or used it as inspiration to accomplish their translation tasks. Although they evaluated NMT in a positive way and held an optimistic view toward the future of translation career, they expressed varying degrees of worry and anxiety toward their future employment and toward the use of NMT in the process of the translation learning. They clearly articulated the needs for NMT instruction in translation courses. Based on these findings, this paper proposes several ways to help reduce the learners’ worry and anxiety in translation instruction.

Adopting Project Based Learning in Translation Class to Facilitate Translator Emergent Competences

Background: 
 The teaching of language-related skills in universities and colleges needs to equip students with relevant skills suitable for work after graduation. One way of building students’ skills to meet the related industry’s demands is by adopting project based learning (PBL) in teaching. There have been several studies on the topic of PBL in translation courses, but none of them have provided a step-by-step classroom procedure.
 Methodology: 
 The study was a case study to describe the model of project-based learning adopted in the English Department of one Polytechnic in Java island, Indonesia. The object of the study was the Localization and Transcreation class. The data sources included the teacher and 24 sixth-semester students taking the class. Questionnaires and interview were used for the data collection. The questionnaires were used to know the students’ perceived competences. The interview was used to get more information on how the PBL was conducted and students’ further opinion about it. Before a class was started, the students were asked to fill in the provided questionnaire on the status of their competence at the time. Then, the PBL was employed to teach the class. After the PBL was done, the students were asked to fill in the same questionnaire to report their competences at the time. The researcher analyzed the results. Finally, an interview was conducted with the teacher and three students who answered the questionnaire most comprehensively.
 Findings: 
 The findings of this study show that PBL could be employed to teach translation in vocational higher education and the students saw PBL positively. Based on the students’ opinion, this research found that PBL in the translation class helped students develop their translation skills, teamwork skills, workplace skills, communication skills, and self-confidence.
 Conclusion: 
 In conclusion, PBL employed in the translation class has shown its effectiveness in improving students’ translation and other competences.
 Originality: 
 The Ministry of National Education of the Republic of Indonesia has promoted project-based learning. To date, no clear model has been developed for the teaching of translation in Indonesian universities. This article describes project-based learning developed and practiced in a Polytechnic and how students react and the improvement of their competences or skills.

Students' Perceptions of Teaching Translation at University of Duhok

This study maintains that learners' perspective and reactions towards learning any subject including Translation is of a vital importance to achieve the objectives and outcomes of that subject. This study aims at drawing a picture of translation teaching from students' point of view and exploring students' skills in translating to assess the existing methods and to reconsider objectives behind teaching this or that translation course. In order to achieve the aims of the study a questionnaire consisting of 22 items was given to 49 students; 40 (20 boys and 20 girls) from the English Department; and nine students (five boys and four girls) from the Translation Department, College of Humanities, University of Duhok, Iraq to find out their reactions on different issues related to the teaching and learning of translation at their departments. The items of the questionnaire tried to explore issues related to culture, courses, texts, exams, teachers and students' reactions and strategies used in translation. Accordingly, it has been found out that students gain benefits from the assigned course as it seems to develop their language and translation skills through their focus on cultural factors and proper equivalents in the process of translation. Translation courses might be considered as a resource for students' vocabulary enrichment, style improving in addition to text type knowledge with reference to strategies adopted for each as well as improving students' skills in both language and translation. Focusing on the daily language is also of vital importance in acquiring language and translation competency.

A study on the multifaceted teaching model of English translation course integrating multimodal discourse analysis method

Abstract The multimodal discourse analysis method is first analyzed in this paper, and a comprehensive framework is established based on it. Secondly, a diversified English translation instruction model is constructed based on the concept of 'human-centered' education. Finally, we integrated multimodal discourse analysis and diversified English translation instruction and conducted a comparative test, which showed that the mean scores of the experimental class in the post-test were 48.56, 29.36, 9.46 and 9.74 for the total vocabulary and different types of vocabulary use, respectively, while the corresponding figures for the control class were 46.16, 27.84, 9.13 and 9.19. The mean post-test scores of the experimental class were higher than those of the control class. This paper's teaching method can guide students' teaching interaction, enhance students' interest in English translation, and enhance the classroom teaching effect.

Content-Based Instruction in The Preparatory Program of an English-Medium University: Reflections & Practices

In English preparatory programs of English medium instruction (EMI) universities, it is significant to give content-based instruction to students related to their majors. By doing so, students can both improve in English and increase their knowledge and experience in their field of study and become more prepared for their future studies. On the other hand, it is not so common in the tertiary-level English preparatory programs in Türkiye to arrange curricula related to students’ majors. This study aims to integrate translation-related training and practices into the preparatory program of Translation and Interpreting major students studying at an English-medium university through a project-based framework and test the perceived effectiveness of these applications through students’ reflection papers and translation outcomes. The data analyzed by qualitative content analysis show that integrating meaningful and purposeful content related to the students’ majors into English preparatory programs may lead to a productive process serving students’ needs.
 Keywords: Content-based instruction, English preparatory programs, English-medium instruction (EMI), Tertiary-level education, Translation in English language teaching

Investigating the Use of Online Bilingual Resources by Translation Students: The Vertical/Sequential Model Revisited

Four experiments were carried out in a university translation course after noticing the recurrence of specific errors identical in most target texts produced by students. The purpose was, to identify the errors and verify whether they could be attributed to using online bilingual resources before comprehension of the source text, and, second, to implement a teaching strategy for addressing this problem and later assess its effectiveness. Participants in the study were twenty-seven female students in two groups registered for the course in two semesters: a group in one semester and the other in the following term. They translated two experimental texts from English L2 into Arabic L1. Each text was translated twice: the first time by one group at the beginning of their course, where students were allowed to access all types of resources, and the second by the other group towards the end of their course, after implementation of the teaching strategy. Comparison between the target texts produced before the implementation of the strategy and those made following the strategy reveals that the latter category contained f fewer translation errors -regrouped in the study as inappropriate renderings, with almost no occurrence of the type termed excessive literality. The findings suggest that the use of bilingual resources by translation students before full-text comprehension is the main cause of most otherwise avoidable errors. Consequently, it should be banned at the first phase of the translation process. The teaching strategy, based on the vertical/sequential translating model, is recommended in translation teaching.

Incorporating Corpus Linguistics Tools in the Training and Professional Development of Lecturers in Translation Studies

This research explores the impacts and strategies for integrating corpus linguistics tools in training translation lecturers. The focus of the study is to evaluate how the integration of corpus tools in the training of translation lecturers can enhance their efficiency and professional development. Data was collected through the use of questionnaires from 114 lecturers in translation studies and Ph.D. researchers in translation. Analysis was carried out using relevant statistical tools. The research findings indicate that the use of concordance tools, such as AntConc, has a notable positive impact on the effectiveness of translation instructors in demonstrating language patterns to their students. The substantial levels of agreement highlight the potential of these tools in facilitating the integration of theory and practice in the field of translation education. Furthermore, the participants recognized the effectiveness of specialized corpus-based translation tools such as TransTool in providing domain-specific linguistic information for accurate translation decision-making. The use of corpus-based tasks and exercises has developed as a strategic approach that strongly resonates with translation instructors, facilitating a comprehensive comprehension of the integration of corpus linguistics and its significance for educational methodologies. The aforementioned result underscores the need to include experiential learning and practical involvement to improve the effectiveness of translation teaching. However, there was a varied opinion of the influence of web-based corpora, suggesting the need for a more nuanced comprehension of their advantages and difficulties within the framework of translation education. Following the findings, it is thus concluded that the integration of corpus linguistics mechanisms in the training of translation lecturers remains effective as they enhance the use of real-world data in their translation studies and the use of data generated from a wide spectrum of languages in teaching translation.

A high performance computing technology powered multimedia fusion model in university English translation.

Various forms of materials, such as pictures, videos and texts, have rapidly brought the college English translation teaching model into the era of multimedia integration. This makes it difficult for English teachers to improve college English translation by using unique materials, so as to form their own unique teaching style. In view of this, a multimedia comprehensive English translation framework based on the combination of big data technology and multimedia teaching mode is proposed. At the same time, the idea of building the framework is introduced from two perspectives: the integration of big data technology and multimedia, and the integration of multimedia and English teaching process. Then, a recursive neural network algorithm based on ant colony optimization algorithm is proposed and tested. Finally, the simulation results show that the proposed method has significantly improved the accuracy and retention rate, indicating the effectiveness of the framework.

IS TRANSLATION IN HIGHER EDUCATION AN ACADEMIC OR VOCATIONAL FIELD?

<p>Undergraduate higher education in many countries are common to teach translation theories in a class while the students need more practice as close as the professional translator does. The purpose of this study is to explore how undergraduate higher education institution administering the translation class in Indonesia. This study used an exploratory case study method on a translation class of an English Education study program year 2022 with data gathered are from the learning documents, lecturers, and students. The data are analyzed using thematic analysis following steps familiarization, coding, generating, reviewing, defining, naming theme and writing up. The themes are validated using data triangulation that cross checking among the collected data. This study shows that the undergraduate level prepares the academic field of translation that will serve as a base of knowledge to pursue advanced level in the academic and/or goes to specialize for becoming professional translator later. It is recommended to have further study on how to teach the academic field of translation, such as translation teaching model, teaching method, assessment and so on.</p>