ANALYSIS OF HUMAN VERSUS MACHINE TRANSLATION ACCURACY

The purpose of this study was to determine whether significant differences exist in Chinese-to-English translation accuracy between moderate to higher-level human translators and commonly employed freely available machine translation tools. A Chinese-to-English language proficiency structure test and a Chinese-to-English phrase and sentence translation test were given to a large sample of machine (n=10) and human translators (n=133) who are native Chinese speakers with at least 15 years of familiarity with the English language. Results demonstrated that native Chinese speakers with this minimum level of English proficiency were significantly better at translating sentences and phrases from Chinese to English, compared to the ten freely available online machine translation applications, which unexpectedly showed a considerable degree of variation in translation accuracy among them. These results indicate that humans with at least a moderate level of exposure to a non-native language make far fewer translation errors compared to machine translation tools. This outcome is understandable, given the unique human ability to take into account subtle linguistic variants, context, and capricious meaning associated with the language and culture of different groups

CHINESE TO ENGLISH TRANSLATION: IDENTIFYING PROBLEMS AND PROVIDING SOLUTIONS

The purpose of this study was to identify problems and provide solutions for improving Chinese to English translation quality, including ways to avoid Chinglish. Both qualitative and quantitative research methods were used, including interviews of 20 faculty members and a survey of over 300 students at 7 universities in China. The study researched four problem areas: Chinglish, cultural awareness, machine translation (MT), and translation profession. The results indicated that causes for Chinglish stem from different levels including vocabulary, syntax, and cultural levels. Cultural awareness was found to be a key factor for improving translation quality, especially when it comes to idiomatic translations. MT is best when used for gisting, which means a rough translation of the source text that allows the reader to understand the essence or general meaning of the source text even though the sentence structure, grammatical agreement, parts of speech, or word meanings are not accurate. Finally, it was found there is a need to train more competent translators. Solving these problems will improve the quality of Chinese to English translation

ANALYSIS OF HUMAN VERSUS MACHINE TRANSLATION ACCURACY

The purpose of this study was to determine whether significant differences exist in Chinese-to-English translation accuracy between moderate to higher-level human translators and commonly employed freely available machine translation tools. A Chinese-to-English language proficiency structure test and a Chinese-to-English phrase and sentence translation test were given to a large sample of machine (n=10) and human translators (n=133) who are native Chinese speakers with at least 15 years of familiarity with the English language. Results demonstrated that native Chinese speakers with this minimum level of English proficiency were significantly better at translating sentences and phrases from Chinese to English, compared to the ten freely available online machine translation applications, which unexpectedly showed a considerable degree of variation in translation accuracy among them. These results indicate that humans with at least a moderate level of exposure to a non-native language make far fewer translation errors compared to machine translation tools. This outcome is understandable, given the unique human ability to take into account subtle linguistic variants, context, and capricious meaning associated with the language and culture of different groups

Using Transformational Leadership to Create Brave Space in Teaching Multicultural Education

The study explores how multicultural education instructors use transformational leadership to establish “brave space” as a foundation for critical conversations about identity. Establishing brave space within education courses is essential to facilitating pre-service teachers’ understanding of social justice; yet, little research exists regarding the use of transformational classroom leadership to achieve this. This qualitative study is comprised of semi-structured interviews with three instructors through a lens of transformational classroom leadership. Our findings suggest that transformational leadership practices such as modelling the way, challenging the process, encouraging the heart, etc. facilitate students’ understanding of identity, relational trust, and their tacit values