Translation Teaching Research Articles

A Practical Study on Artificial Intelligence (AI)-Assisted College English Translation Teaching

With the advent of the digital age, it has become an inevitable trend to integrate advanced artificial intelligence technology with English translation teaching in colleges and universities. This paper aims to explore the practical application of artificial intelligence (AI)-assisted English translation teaching in colleges and universities, analyze its advantages in improving teaching efficiency, promoting personalized learning, and providing intelligent tutoring, and put forward corresponding strategies and suggestions. Through specific cases, this paper demonstrates the actual application effect of AI in translation teaching and looks forward to the future development direction.

Harnessing the potential of exemplars to facilitate learning: insights from translation training

Exemplars are key examples chosen to represent designated levels of competence or quality. This study attempts to explore the use of exemplars in a Chinese-English translation teaching context. It involved the teacher-researcher using three exemplars of different quality to help 31 third-year translation majors evaluate their own translation and generate internal feedback. Drawing on multiple sources of data, including student self-assessment, reflective journal writings, and questionnaire responses, we have found that mediated exemplar use could help students make more accurate evaluative judgement of their own translation work and generate internal feedback at various levels (task, discipline, meta-cognitive, and affective). The significance of this research lies in illustrating the potential of exemplar use in facilitating learning, and offering pedagogical implications for productive exemplar-based practice in higher education contexts.

Saudi Learner Translation Corpus: The design and compilation of an English-Arabic learner translation corpus.

This article introduces the Saudi Learner Translation Corpus (SauLTC), an innovative multi-version English-Arabic parallel corpus featuring part-of-speech tagging. We describe the corpus parameters and compilation process and explain how textual processing and sentence alignment are conducted. The participants include 366 student translators, 48 instructors, and 23 alignment verifiers. The corpus provides access to two target versions of every ST to allow the detection of the changes in the translation and revision processes from the initial to the final draft. The translations were collected over three years, yielding 5,160,386 tokens. The metadata of 23 sentence alignment verifiers were added to the analysis as a unique variable to investigate individual differences in the manual verification process. This unidirectional corpus can be used to identify student translators' strategies and errors in translation and analyze the efficacy of instructors' feedback. Furthermore, it is accessible via an application and a website. It provides translation teachers and researchers with a database that can help develop corpus-based and corpus-driven teaching materials.

Research on Mongolian-Chinese Translation Teaching from an Interdisciplinary Perspective

In the context of globalization, translation teaching faces increasingly complex linguistic and cultural challenges. Specifically, the structural differences between Mongolian and Chinese languages and cultural barriers render traditional translation teaching methods inadequate. This study explores the theoretical foundations, teaching strategies, and implementation and optimization of Mongolian-Chinese translation teaching from an interdisciplinary perspective. By integrating theories from linguistics, cultural studies, and cognitive science, this research proposes application strategies for interdisciplinary teaching methods in Mongolian-Chinese translation, including optimized course design, teaching methods, and assessment tools. This approach not only enhances the systematic and scientific nature of translation teaching but also promotes students' cross-cultural understanding and practical translation abilities. The study indicates that future translation teaching will place greater emphasis on cross-cultural communication, multilingual competency development, and the application of technological innovations.

Translation Technology for Foreign Language Teachers and Improvement of Translation Teaching Competencies

The rapid development of translation technology has profoundly impacted traditional foreign language teaching methods, providing extensive support for both teachers and students. This paper explores the influence of translation technology on foreign language teaching, analyzing the current status, attitudes, usage habits, and needs of teachers in relation to technology application. The swift advancement of technology has enriched foreign language teaching support and transformed traditional teaching models. The paper focuses on analyzing the types and applications of translation technology, its functions and roles in teaching, including classroom instruction, instructional design, and assignment assessment. Additionally, it examines the core elements of translation teaching competence, pathways for development, and strategies for enhancement, with a particular emphasis on technology-driven innovation models and the application of intelligent tools. Finally, the paper proposes future research directions, such as in-depth exploration of technology integration and data-driven teaching decisions, aiming to provide references for the development of translation teaching.

Cultivating Cross-cultural Communication Competence in Translation Teaching

Cultivating Cross-cultural Communication Competence in Translation Teaching

Contrastive analysis of a literary text as a method of teaching translation

The article deals with the peculiarities of using contrastive analysis of a literary text as a method of teaching translation. It has been established that the methodology of teaching contrastive translation is aimed at the formation of contrastive competence, an essential component of translation competence, which involves the formation of autolinguodidactic skills of contrastive analysis of language and speech material and the application of the obtained results while translating texts. There have been defined and the educational objectives of applying contrastive analysis of a literary text in translation practice classes (to teach the linguistic interpretation of a particular text and style; to analyse the translation by its comparing with the original text; to determine (find) the background vocabulary and symbolic words in the text; to carry out the elimination of lacunas of non-equivalent vocabulary; to interpret the text within the entire work of the author, literary movement or national literature; to integrate the theoretical basics of contrastive analysis of the source and target texts into translation activities). The authors have developed methodological recommendations for the use of contrastive analysis while translating literary texts for educational purposes, as well as a scheme (procedure) for conducting a contrastive analysis of the source and target texts. Applying the contrastive analysis of the literary text as a method of teaching translation allows us to combine the formation of students’ linguistic, speech, communicative, and translation competencies into one educational process, that is, to train a competent philologist-translator.

Study on the Application of Learning Community in Translation Teaching for English Majors

Learning Communities(LCs) have been applied widely in teaching due to their potential impact on learning outcomes and motivation. Driven by the need for highly qualified and skilled future professional translators, translation teaching for English majors has always been the research focus in the research community. However, traditional translation teaching modes have time, assessment, and outcomes restrictions. In this context, this study drafted an appropriate design of LCs in translation teaching for English majors and explored its feasibility and effectiveness. It adopted tests, questionnaires, and interviews to examine the effects of LCs on students' translation proficiency, knowledge of translation, and perceptions of LCs. Employing group comparisons of tests and questionnaires as well as a summary of interviews, this study found that translation teaching in LCs enhanced learners' translation proficiency and knowledge of translation. Meanwhile, the learners’ satisfaction with the experimental teaching was quite high. Also, this study offers a range of recommendations for optimizing the application of LCs. These recommendations serve as valuable guidance for harnessing the full potential of LCs to achieve educational goals.

A review of research on computer‐aided translation technologies and their applications to assist learning and instruction

AbstractBackgroundOur study analysed 46 articles on computer‐aided translation (CAT) and its educational uses. We explored two main areas: CAT technologies in learning and teaching, and the research methodologies of these studies.ObjectivesOur review covered the types of CAT technologies used, their applications in different learning settings, theoretical backgrounds and their pros and cons. We also looked at the research designs, participant demographics and data collection methods used in these studies.MethodsWe conducted an extensive search across academic databases using relevant keywords and employed open coding to analyse and categorize the content of identified articles, focusing on aspects related to CAT technologies in educational contexts.Results and ConclusionsOur findings showed the use of 22 distinct CAT technologies, with Google Translate being the most common. The studies mostly used empirical research methods and questionnaires. University students were the primary participants. CAT technologies were applied in various contexts, including language learning, translation teaching, cross‐cultural learning and foreign language lectures. We identified five key theoretical foundations for CAT use. Benefits included bridging language barriers, vocabulary enhancement, and grammar improvement as well as providing reference and feedback for writing and translation. Challenges included inaccuracies and inappropriate translations. However, most studies showed a positive impact of CAT on learning outcomes. Based on our analysis, we offer recommendations for educators and researchers in the field. This review provides a thorough understanding of CAT's applications and effects in education, guiding future advancements in this area.

The Impacts and Challenges of ChatGPT on Translation Teaching in Universities

ChatGPT, as an artificial intelligence tool, has played an important role in various fields, especially in the field of education. However, there are still shortcomings in translation teaching in universities. This paper analyzes firstly the impacts and challenges of ChatGPT in translation teaching in universities and concludes that ChatGPT can help reduce teachers' teaching burden, provide a rich corpus, and improve translation efficiency. But at the same time, this paper also finds out that the abuse of ChatGPT will bring certain risks, such as causing alienation of the relationship between teaching subjects, and students' excessive reliance on it is not conducive to the cultivation of innovative and critical consciousness, ChatGPT will also lead to academic misconduct such as cheating and plagiarism. Based on this, this paper puts forward the following suggestions: Establish two correct tripartite relationships, cultivate students' innovative consciousness, and formulate more perfect laws and regulations to regulate the use of ChatGPT.

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.

Exploring the Use of Subtitling in Teaching and Learning English as a Foreign Language: Theories and Applications

Technology occupies a significant resource that can be exploited empirically to contribute to translation learning and research, as it can give enormous opportunities for language learners and educators to exploit in their teaching and provide students with practical learning activities. Many researchers highly recommend the extensive use of IT in enhancing the competence of translation students and L2 learners' language skills. Since there has been an abundance of empirical research studies carried out over the last two decades, many novice researchers cannot review and handle them within their limited time. For this reason, this paper introduces the key researchers who carried out studies on the employment of audiovisual translation (AVT) in language learning and teaching; it explores and reviews the main previous research studies conducted on the impact of audiovisual translation, namely subtitling and subtitles on enhancing language learning. It first considers briefly how audiovisual translation emerged as an independent branch of Translation Studies (ST), then discusses its development as well as its continuity within Translation Studies. It also explores its classifications and highlights future research avenues.

EFL Teachers’ and Students’ Perceptions of Knowledge for Translating English Proverbs Into Vietnamese

EFL teachers’ and 60 students’ perceptions of the knowledge needed to translate English proverbs into Vietnamese. The study used an online survey to collect the two groups’ responses. The survey used a five-point Likert scale ranging from 1 for strongly disagree to 5 for strongly agree. The results showed that most teachers were aware of teaching their students the necessary knowledge to help them translate English proverbs into Vietnamese. Similarly, most students were mindful of the knowledge required for translating English proverbs into Vietnamese, and they perceived that translating English proverbs was a demanding task. For an open-ended question, many valuable ideas regarding translating English proverbs to Vietnamese were collected and used as references for future proverbial translation teaching and learning. Suggestions and limitations of the study were also included.

Navigating the Convenience Trap with ChatGPT and Google Translate: The Risks of Homogenization in Translation Teaching for Vietnamese Students

Navigating the Convenience Trap with ChatGPT and Google Translate: The Risks of Homogenization in Translation Teaching for Vietnamese Students

Research on English Translation Teaching Mode Based on Artificial Intelligence

With the continuous development of artificial intelligence technology, its application in the field of education is becoming increasingly widespread. This article aims to explore the effectiveness of an AI based English translation teaching model and its impact on traditional teaching models. By analyzing the current application status of artificial intelligence in English translation teaching, this article summarizes the advantages of artificial intelligence in personalized learning, real-time feedback, language data processing, etc., while also pointing out its limitations in the teaching process. Finally, this article proposes the development direction and improvement suggestions of English translation teaching mode based on artificial intelligence, in order to provide useful reference for educators.

Research on the Compilation of Multimodal Translation Teaching Materials in the New Media Era

With the advent of the 21st-century digital era, multimodal information dissemination has increasingly become the predominant mode of communication. Multimodal translation plays an increasingly critical role in cross-cultural information transmission. However, the current pedagogical domain in translation primarily focuses on the cultivation of linguistic translation skills, with less attention to the training of students' multimodal translation competencies. To date, there are no teaching materials specifically designed for multimodal translation. In light of the significance of multimodal translation, this paper explores the compilation issues of multimodal translation teaching materials within the context of the new media era, aiming to guide and inspire the development of such resources.

The Relationship Between the Role of Madrasah Heads, Work Motivation, and Professional Competence with the Performance of State Madrasah Tsanawiyah Teachers

This study aims to analyse: (1) the relationship between the role of the principal of religious school in Malang County and teachers' performance in MD as agreed by teachers respectively; machine translation teachers in Malang County relationship; (3) there is a relationship between the ability and performance of national machine translation teachers in Malang City; and the performance of machine translation teachers in the social network of Malang County. This study used various descriptive and correlational analysis methods to determine the relationship between the variables. The results of this research show that: (1) The role of religious school has a positive relationship with the achievement of teachers and sig scores. If equal to 0.000 < 0.05, the calculated r value is 0.323 > r table is 0.146; If equal to 0.000 < 0.05, the calculated r value is 0.713 > r table is 0.146; If equal to 0.000 < 0.05, the calculated r value is 0.812> r table is 0.146; (4) The role of the religious school principal, support work and ability are related to the success of teachers and SIG scores. 0.000 < 0.05, the strength of the relationship is 0.829, which means the relationship is in the excellent category

Retrospect and Prospect of E-C Translation Teaching for Undergraduates of English Majors

In the past 20 years (2003-2023), many scholars have conducted various studies on E-C translation teaching for undergraduates of English majors based on different theories and perspectives. Through these studies, researchers have clarified the basic development of E-C translation teaching in China. These studies are interdisciplinary and they demonstrate the characteristic of multiple perspectives. This paper reviews the E-C translation teaching for undergraduates of English majors in China in the past 20 years based on representative studies. We found that E-C translation teaching research for undergraduates of English majors mainly emphasize three aspects: the interdisciplinary study of translation teaching, the problems in translation teaching, and the coping strategies in response to them. Once the weaknesses of E-C translation teaching for undergraduates of English majors are solved, translation teaching can be improved.

Review of Translation Teaching for Postgraduates of Non-English Majors (2003-2023)

As international exchange continues to expand and intensify, E-C (English-Chinese) translation teaching for postgraduates of non-English majors, aimed at nurturing interdisciplinary talents equipped with both professional knowledge and pragmatic competence, has garnered widespread attention. Domestic scholars have explored the aspects of “teaching” and “learning” in E-C translation teaching for postgraduates of non-English majors from multiple dimensions. This paper reviews E-C translation teaching for postgraduates of non-English majors in China in the past two decades based on representative studies, sorts out the focus and current status of research, and looks forward to the future development of teaching practice. We found that universities generally advocate and adopt interdisciplinary teaching methods that integrate “foreign language” into “majors”, and E-C translation teaching for postgraduates of non-English majors also revealed aspects that urgently need to be improved. Therefore, reviewing and reflecting on research related to translation teaching and proposing targeted measures based on its current teaching challenges have extremely important theoretical and practical significance.

L1 and translation use in EFL classrooms: A quantitative survey on teachers’ attitudes in Kazakhstani secondary schools

This study, involving 100 Kazakhstani secondary school English as a Foreign Language (EFL) teachers selected through convenience sampling, aims to explore their attitudes towards incorporating learners' first language (L1) and translation in English teaching. The results of a 5-point Likert scale questionnaire unveil a mixed attitude among teachers. They acknowledge the efficacy of integrating L1 and translation as pedagogical tools in language teaching while strongly favouring English-only instruction. This preference is influenced by institutional factors such as curricula, the opinions of colleagues, and textbooks, all of which actively promote English-only instruction. Additionally, the analysis of contextual variables, such as teaching experience, academic level, school type, class size, and language proficiency, suggests that the extent of L1 and translation use also depends on teachers' and learners' English language proficiency, school type, and class size. This research provides empirical insights into the use of L1 and translation in EFL classrooms and contributes to the broader discourse on language pedagogy and translation in language teaching (TILT). The findings suggest important implications for teachers, school administrators, textbook writers, and researchers, calling for a critical re-evaluation of current educational policies and tasks in English textbooks.