Translation Students Research Articles

ENHANCING TRANSLATION EDUCATION WITH RATPRO: A CAT TOOLS-BASED LEARNING MODEL

The translation process greatly determines the translation results. The translated text should have the same meaning as the source text but still maintain the natural elements. A creative translation model that can help translators produce good translations that have equivalence in meaning and good grammar is essential, considering that the translation process is not just a change of language but is a process of transferring meaning from the source language to the target language (Indonesian-English). RATPro (Read, Analyze, Transfer, Produce) Translation Model that is based on Computer Assisted Translation (CAT) Tools can be used as a creative and innovative translation model that can help translation students transfer the language of scientific article manuscripts from the source language to the target language while maintaining the equivalence of meaning and naturalness of the language through excellent and correct grammar. RATPro (Read, Analyze, Transfer, Produce) Translation Model based on Computer Assisted Translation (CAT) Tools can also make it easier for students to translate because it is based on digital recording. This research aims to develop a RATPro translation model based on Computer Assisted Translation (CAT) Tools that are creative and innovative in translating scientific articles by students. The research model used is Research and Development (RnD), where research data is analyzed critically and validated to obtain valid and reliable results. The designedtranslation model will also be well used in translating authentic manuscripts in different manuscript fields.

English language learning anxiety and academic burnout in Chinese freshmen: a chain mediating approach.

The university stage is critical for cultivating and enhancing students' practical English proficiency, encompassing listening, speaking, reading, writing, and translation skills. Losing interest in English studies at this stage not only hampers the development of practical English competence but also has a negative impact on future employment and personal growth. This study aimed to explore to how English language learning anxiety (ELLA) affects academic burnout (AB) of freshman in China and explores the role of academic peer support (APS) and academic self-efficacy (ASE) in the relationship between the two. The study involved 1,355 college students who completed English Language Learning Anxiety Scale, the English Academic burnout Scale, Academic Peer Relationship Scale, the Academic Self-efficacy Scale. AB was significantly impacted by ELLA. ELLA and AB were mediated by ASE. Another factor that acted as a mediator between ELLA and AB was APS. ELLA and AB were mediated by a chain reaction involving ASE and APS. The chain mediation model validated in this study, providing valuable insights into the effects of freshmen's ELLA on AB in China, as well as practical insights into the prevention and intervention of ELLA and AB in other current college students.

DEVELOPMENT OF INTERLINGUAL AND INTERCULTURAL COMPETENCES IN DIGITAL AND STUDY ABROAD CONTEXTS WITH FOREIGN LANGUAGE UNIVERSITY STUDENTS

This article explores the development of interlingualism and intercultural competence in foreign language learning within digital and study abroad contexts. It compares cultural contexts and the transformation of intercultural identity in a foreign-language modern world. The study examines the concept of intercultural competence, encompassing the ability to function effectively across cultures, think and act appropriately, and communicate with people from diverse backgrounds .The research involved collaboration between Polish Master's students of English, Business, and Translation, and non-language majors from the University of Houston Downtown (USA), using the TAPP online platform. The project also included ERASMUS study abroad experiences. Drawing on Interaction Hypothesis, the article highlights the significance of interaction in language acquisition. It identifies common language problems faced by non-native English speakers and native Polish students translating English essays. The study further explores the transformations in student self-identity judgments, including a rise in foreign language competence, trust, openness, self-authorship, and self-understanding. Digital challenges posed by automation and the need for adaptable language policy are addressed. The article explores the use of language corpora for clarifying synonyms and introduces digital tools like the SKETCH ENGINE KAZAKH CORPUS and Qazcorpora.kz. The research emphasizes the importance of intercultural and digital skills, including translation and localization as identity-shaping tools. It highlights the growing role of technology and individual agency in a globalized world. The article concludes by advocating for a shift from analog to digital language practices, and underscores the need for educational policy to prioritize digital skills and intercultural contacts for professionalization and employability.

Thesis writing anxiety among Polish translation students: Findings from a survey study

Thesis writing anxiety among Polish translation students: Findings from a survey study

Abilities analysis of problem-solving process awareness for elementary school students with different problem-solving performances

Background: Awareness is core ability in problem-solving process, but related performance analysis of problem-solving process awareness for elementary school students is still under study. It is one of the research gaps. This research summarizes problem-solving process awareness dimensions of translation and implementation to study. Former includes recognition and representation, and latter includes strategy and execution, review and check. Objective: According to the results of the literature analysis and research gap, this study aims to explore the problem-solving process awareness ability for elementary school students with different problem-solving performances by utilizing related instruments. Method: This research utilized two instruments of problem-solving process awareness and problem-solving to assess process awareness and problem-solving performances each for elementary school students. There were 389 elementary school students in Chiayi of Taiwan were selected by using stratified and cluster sampling to collect and analyze data. The single-factor multivariate mean test and η 2 effect size value, Roy-Bargman step-down F test and simultaneous confidence interval test were carried out. The analysis above which was conducted by SPSS for Windows. Result and conclusion: It is found that there were significant differences in performances of problem-solving process awareness for students with different problem-solving abilities after adequate data analysis. The performances are considerably different in translation and implementation awareness for students with differing word problem solving ability that translation awareness included recognition and representation awareness, and implementation awareness included strategy and execution, review and check awareness. So, conclusion is listed as follows. It is that students with different problem-solving performances have real differences in translation, implementation and overall awareness of problem-solving process corresponding to research problem.

Exploring Student Perceptions of Technological Pedagogical Content Knowledge (TPACK) in Translation Courses

Technological Pedagogical Content Knowledge (TPACK) is regarded as one of the most significant models for showcasing students' perceptions in translation courses. This study was undertaken to investigate the perceptions of both novice and experienced translation students from institute Pendidikan dan Bahasa Invada regarding the utilization of technological pedagogical content knowledge in professional development teaching. In pursuit of the study's three objectives, the mixmethod method was utilized by the two authors due to its appropriateness. Data gathering involved distributing a 20-item questionnaire to a purposive sample comprising 75 novice and experienced and female translation students chosen from institute Pendidikan dan Bahasa Invada during 2021/2022. Additionally, a significant proportion of the instructors demonstrated an average level of knowledge regarding TPACK. Their perceptions towards TPACK were notably positive. Moreover, the study's results highlighted the substantial role of educational backgrounds in digital technologies in the professional development of novice and experienced translation instructors at IPB Cirebon. The study's implications were deliberated upon, with recommendations proposed to equip all institution in cirebon with educational software, e-learning platforms, teaching software, and to provide novice and experienced translation students’ with sessions on new digital skills, cybersecurity workshops, and innovative digital skills training.

The impact of text type on Chinese-English translation effort: an investigation with reference to translation entropy

Various factors affect translation effort. This research aims to explore the impact of source text type on Chinese-English translation effort with reference to translation entropy. An eye-tracking and key-logging experiment was conducted. Thirty-one student translators translated four text types, namely legal, advertising, news, and poetic texts. Data analyses show that there is a significant difference in participants’ effort of translating the four texts, which can be seen in such indicators as subjective ratings, fixation, pause, translation time, and edits. We further studied participants’ translations and calculated the translation entropy for each text type, which is a measure of uncertainty in translation. Analysis shows that there is a significant difference in translation entropy among the four text types, which provides evidence that source text features affect translation uncertainty and, hence, translation effort to search for appropriate options. The discussions are intended to provide further insight into the impact of text type on the translation process, and the result confirms the reliability of translation entropy as a predictor of translation effort.

Innovation within teaching (EnglishSpanish) legal translation: hypernymy as a (sub)estimated translation technique

Globally, the pursuit of translation items is a highly complex, time-consuming issue within international legal settings. It is directly linked to legal systems, with their own lexicon, and meaning. In this article, we seek to show and argue how translators of Law may also resort to a somewhat innovative translation technique, such as hypernymy, to provide a wider lexical equivalent. To achieve our objective, we will generate a list of 18 (North American and Briths) legal items defined by their Spanish translation complexity – parting from our UAM University legal translation students’ outcomes (from a teaching innovation project) – and by their relationship to tribunals and courts decisions. These terms will be looked up (and compared) in both print and online dictionaries, and we will then provide one (or more) hypernym for each of them. By researching and discussing this issue, we will illustrate how helpful hypernyms are in providing innovative translation alternatives.

Construction and Application of the Translation Teaching Model for MTI from the Perspective of Digital Humanities

With the deep integration of science and technology and humanities, great changes have taken place in the ways that human beings contact and learn. Digital humanities are an interdisciplinary and extended field, dealing with digital versions of knowledge products and helping to enhance and transform humanities and social science research. With the principles of practice-driven, process-oriented, cooperation-supported, and interaction-enhanced, the translation practical training and teaching platform has been developed. A translation-project-centered translation teaching model for MTI has been established with the Project-Based Learning theory based on the translation practical training and teaching platform. Students-centered and translation-projects-based, the processes of homework, including selecting, assigning, completing, correcting, and feedback, are well-organized in and out of class in this teaching model, which facilitates the transition of students from passive receivers to active constructors. The aim is to comprehensively improve students’ competence in translation and provide favorable conditions for cultivating professional translators with expertise. Effect test has been down and the result presents that there is a great improvement for students with the operation of the translation-project-centered translation teaching model, and both teachers and students have positive evaluation for it.

The Gaza-Israel War Terminology: Implications for Translation Pedagogy

Student translators at my college take a Media Translation course in which they translate the latest news stories. This study proposes a model for integrating Gaza-Israeli war terminology and texts in translation instruction to familiarize the students with such terminology such as (names of weapons (grenades, mortar, drones, missiles, Merkava, Cornet anti-armor, mortar shells), toponyms (Khan Younis, Maghazi, Sderot, Ashkelon), crossings (Rafah, Erez), Jihadist groups and brigades (Islamic Jihad, Golani), military actions (incursion, bombing, shelling, genocide, displacement) war metaphors (target bank, carpet bombing, scorched earth, fire belt, Philadelphia Axis, Hannibal's plan), (UNRWA, Gaza hospitals, starvation, humanitarian aid) and others. English and Arabic texts can be collected from mainstream media as RT, BBC, CNN, Al-Jazeera and Al-Ghad. A class blog can be created for posting translations, corrections, discussions, and feedback. The students can practice full, summary, and conceptual translation and avoid word-for-word translation. They can watch news stories about the Gaza-Israel war, write a summary translation of it and receive comments and feedback. Beginners can translate short news excerpts (few lines). Students make sure their translations are cohesive, make sense and are easy to read. Students should use Google Translate and artificial intelligence (AI) with caution and should read the same news story in both English and Arabic to get used to the terminology and their equivalents. The instructor serves as a facilitator. Further instructional guidelines and recommendations are given.

Translation Equivalence Degrees among Indonesian EFL Undergraduate Students

PurposeThe way to produce an equivalent translation text appears hard that every translation work should engage with diverse language and cultural systems. The issues are expected to affect both translation students and professional translators. Therefore, this current work aims to discover in-depth information about translation equivalence degrees among Indonesian EFL undergraduate students.MethodThis study employed qualitative content analysis. The research data included documentation of the translation texts from English into the Indonesian language, which resulted in 22 students majoring in English education at a public university in Banten Province, Indonesia. The source language texts were derived from the news-item texts published in national newspapers. The data analysis procedure comprised comparing the two texts, classifying, discussing, drawing conclusions, and making interpretations. Results/findingsThe study of the translation texts revealed that 11 texts (50%) referred to near-optimal translation, six texts (27%) to partial translation, and five texts (23%) to poor translation.ConclusionGiven that none of the students' translation outputs achieved the optimal equivalency; this conclusion suggests that students' translation knowledge and skills still need to be improved by regular practice and discussion at each translation course meeting.

Factors Affecting Acceptance of Cloud-Based Computer-Assisted Translation Tools Among Translation Students

Translation technology is a fundamental aspect of the translation profession. Cloud-based computer-assisted translation (CAT) tools are becoming popular among translators because of their simplicity and usability. However, studies on the factors affecting the use of cloud-based CAT tools by translators and translation students are scarce. Therefore, this study explores the factors that influence the acceptance and use of such tools among translation students using the technology acceptance model (TAM). The hypothesized model is empirically validated using a survey of 181 participants. Using structural equation modeling, data analysis suggests that translation students' intention to use cloud-based CAT tools and their perceived usefulness are key adoption factors, while actual use is less significant. The simplicity of cloud-based CAT tools is also an important consideration, particularly for translation students with limited information technology experience. The implications for tool developers and translation instructors are discussed considering these findings.

Exploring Translation Students’ Dictionary Use, Preferences, and Attitudes in Translation Courses

The study aimed to explore translation students’ dictionary use, and preferences in their translation courses. Moreover, it aimed to explore the students’ attitudes toward the dictionary while using it as a major tool in the translation process. To achieve the purpose of the study, a questionnaire was prepared in advance by the researcher. It consisted of 35 items. The quantitative method based on a questionnaire was used in this study. Data were collected by administrating the questionnaire to 84 students, who were purposefully chosen at Isra University in the first semester of the academic year 2023/2024. The results revealed that the participants agreed that they knew how to use an online and a book dictionary in their translation tasks and lessons. Moreover, the results indicated that the majority of them preferred using an online dictionary in their tasks because it was a quick and easy tool that students could deal with in a perfect way to look for difficult or unknown words. In addition, the analysis showed that the majority of the participants agreed that they had a positive attitude toward using different types of dictionaries because they were helpful in doing different tasks in their translation lessons. Finally, the study recommended that students should be provided with enough training and practice on how to use online as well as book dictionaries. In addition, students must be encouraged to depend on the context first to guess the meaning of the new words before they start looking for their meanings using different types of dictionaries.

Ma student,comparative linguistics and linguistic translation study

The dative case in Karakalpak corresponds to the English Nominative case with the preposition “to” or without it and usually precede dative verbs like: beriw (to give), jónetiw (to send), aytıw (to tell), uzatıw (to hand), satıw (to sell), etc. The words in the dative case indicate the direction of the subject to someone or something and answer questions: kimge? – to/for whom?, nege? – to/for what?, qayaqqa? –where? Karakalpak dative construction Olar Lauraǵa priz berdi is normally conveyed in two ways in English as in: They gave Laura a prize (without a preposition). They gave a prize to Laura (with a preposition). The dative case in Karakalpak is formed with the help of special endings: -ǵa/ge, -qa/ke, -na/ne, -a/e and their meaning is the same as the meanings of the English prepositions to and for: balaǵa – to a child, balalarǵa – to children.

Systematic Review of English/Arabic Machine Translation Postediting: Implications for AI Application in Translation Research and Pedagogy

The twenty-first century has witnessed an extensive evolution in translation practice thanks to the accelerated progress in machine translation tools and software. With the increased scalability and availability of machine translation software empowered by artificial intelligence, translation students and practitioners have continued to show an unwavering reliance on automatic translation systems. Academically, there is little recognition of the need to develop machine translation skillsets amongst translation learners in English/Arabic translation programs. This study provides a systematic review of machine translation postediting with reference to English/Arabic machine translation. Using the Preferred Reporting Items for Systematic Review and Meta-Analysis, the paper reviewed 60 studies conducted since the beginning of the twenty-first century and classified them by different metrics to identify relevant trends and research gaps. The results showed that research on the topic has been primarily prescriptive, concentrating on evaluating and developing machine translation software while neglecting aspects related to translators’ skillsets and competencies. The paper highlights the significance of postediting as an important digital literacy to be developed among Arabic translation students and the need to bridge the existing research and pedagogic gap in MT education.

C-E Translation Analysis of the Article Artistic Characteristics of Opera Character Paper-Cuts in Xinjiang in the CEA Framework

The Chinese government promotes the spreading of Chinese culture worldwide to enhance the soft power of China internationally. In this circumstance, translation of folk culture holds great significance since it constitutes an integeral part of cultural heritage, and through translation, a wider audience can appreciate these diverse cultures in different areas of China and better understand the Chinese culture in general. Based on the background of rural cultural reconstruction and the urgent situation of inheriting the precious intangible cultural heritage, the student translator took the article On the Artistic Characteristics of Opera Character paper-cuts in Xinjiang Area of Shanxi Province as the source text for her translation project. The framework of “Comprehension, Expression and Adaptation” is chosen to analyse the translation process: how the translator solved the problems encountered in understanding the text in source language, expressing the similar meaning in target language and adaptations made to bridge the cultural gap between the two languages.

THE ROLE OF L2 TRANSLATION ACTIVITIES IN TRANSLATION-ORIENTED FOREIGN LANGUAGE TEACHING: A STUDENT’S PERSPECTIVE

THE ROLE OF L2 TRANSLATION ACTIVITIES IN TRANSLATION-ORIENTED FOREIGN LANGUAGE TEACHING: A STUDENT’S PERSPECTIVE

Exploring translation students' feedback literacy

Exploring translation students' feedback literacy

The OECD’s new discourse of curriculum reform: student agency, competency, colonization, and translation

Abstract The Organization of Economic Co-operation and Development’s (OECD) global governance of education has been gradually increasing. Its field of interest is currently expanding from educational evaluation through the Program for International Student Assessment (PISA) to curriculum reform through the Education 2030 project. Here, it is interesting to note that the nature of the terms the OECD has been creating reveals a ‘humanistic turn’. This shows up well in the frequent occurrence of terms such as ‘well-being’, ‘attitudes and values’, ‘inclusiveness’, ‘responsibility’, and ‘sustainability’ in the ongoing Education 2030 project. Perhaps this new humanistic discourse increases the likelihood of the smooth adoption of the OECD’s proposed curriculum redesign in more countries. If the OECD’s new discourse captures and transforms contemporary people’s ways of thought and practice about education, then this is related to the problem of colonialism in our era. It is also worth noting that language plays a vital role in colonization. In particular, the need for translation between different languages serves as a useful means for colonization. Conversely, it is also seen as having a potential decolonizing power. In this context, I would like to examine the new language the OECD has adopted, specifically regarding student experience and the nature of knowing. Next, I shall attempt to criticize the underlying educational assumptions in the OECD’s pronouncements. Following this, I shall explore how the OECD’s new discourse has been translated in South Korea, taking this as an example of wider experience in the East Asian context and possibly elsewhere. Finally, I shall conclude by considering the direction of curriculum decolonization in terms of translation.

Parallel texts to translate cultural references in last wills and testaments (EN-GAL): A didactic case study

Careful consideration of cultural elements is required in the transfer of legal texts within the field of specialized translation, according to Borja (2000, p. 163). The translator faces a set of difficulties not only when finding the suitable equivalences between legal systems, but also when mediating between cultures. Last wills constitute a type of legal text that is subjected to a fixed macrostructure (Alcaraz et al., 2006, p. 371) frequently bestrewed with cultural elements. This paper presents a practical perspective on translating five culturally-bound elements in a last will and testament originally drafted in English and translated into Galician by 36 final-year translation students. Furthermore, the proper use of parallel texts will also be dealt with, considering that these ‘authentic texts’ (Nord, 2010, p. 13) provide essential linguistic and cultural information during the translation process. Non-professional translators, undergraduates, in this case, search for and use the parallel texts they need to carry out an in-depth analysis to extract those sections that guide their work (Roiss, 2009, p. 134). Parallel texts were attached to their assignment and later examined to reinforce student’s learning process of legal translation module. The analysis has shown that most students could identify a set of parallel texts, suitable for the transfer of the five cultural items discussed here. By carrying out this practice, students have learnt not only where to find these texts while taking this module but also how to use them as a useful translation tool.