This contribution wants to add to the discussion if technology supports translator training and where its advantages and boundaries lie. It is by no means exhaustive; rather it is intended to serve to highlight the diversity of possible applications using a pedagogic focus.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

Varela-Salinas, Maria Jose

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Varela-Salinas, María José

Repositorio Institucional Universidad de Málaga

Interdependence and Innovation –2nd Cologne Conference on Translation, Interpreting and Technical Documentation (CGN18)Cologne, 29–30.11.2018Do New Technologies ImproveTranslation Pedagogy?Dr María-José Varela Salinas (University of Malaga) TitelArticle in 2007: How New Technologies ImproveTranslation Pedagogy2018: Advantages and limits of technologyMotivationTitelModern translation and interpreting industry cannot functionproperly, offering high quality services, without computers, theInternet and technology. […] Therefore, the competent use oftranslation technologies has become a prerequisite for anyonewishing to join the translator’s profession. CAT tools literacyseems to increase translators’ chances to find employment, asmore and more translation agencies outsource to translators orproject managers under the condition that they are able to use aspecific CAT tool. (Sikora and Walczynski, 2015: 130)Translation competence and translator trainingTitelTranslation competence and translator trainingEuropean Commission. 2017. European Master’s in Translation. Competence Framework 2017. Accessed at: https://ec.europa.eu/info/resources-partners/european-masters-translation-emt/european-masters-translation-emt-explained_en.TitelTranslation competence and translator trainingUnderstand and implement quality control strategiesPre-edit source material for the purpose of potentially improving MT output qualityApply PE to MT output using the appropriate post-editing levels and techniques according to the quality and productivity objectivesCheck, review and/or revise their own work and that of others according to standard or work-specific quality objectivesTitelTranslation competence and translator trainingSoft skills are bold skills. Valued theoretically, undervalued in teachingreality.TitelLearning theoriesAchievements and limitsbehaviouristlearning by doing / trial and errortask basedproblem basedprofessionalismcollaborativelearning……TitelTranslation competence and translator trainingAttending different learning styles:- visual- verbal- auditory- kinaestheticTitelTranslation competence and translator trainingAssessmentWhat?- translation as a product- translation as a process - learning process of skillsHow?- formative assessment and self-assessment- criteria adapted to professional life- self-evaluationTitelCompetences and CAT tools1. Machine translation (MT) and post-editing (PE)Potential and limits of MT and students` handling for post-editing:• Identify errors• Classify error tendenciesDidactic use:• Knowledge about grammatical features to be emphasized• Improve metacognitive competenceTitelPost-editing:Defined by ISO 18587:2017 as to “edit and correct machine translation output”.Here:“Light post-editing”: to correct only as far as “to obtain a merely comprehensible text without any attempt to produce a product comparable to a product obtained by human translation”.Competences and CAT toolsTitelSubompetences according to EMT (2017)Soft skills CAT-tools and taskTeaching strategy Learning theory Learning style / channelAssessment type, tool and criteriaAverage improvementin assessmentLearning outcome- Check, review and revise their own work- Apply post-editing to MT output - Recognize the importance of data ownership and data security issues- Adapt rapidly to new tools and IT resources- Make effective use of CAT tools- Master the basics of MT and its impact on the translation process.- Assess the relevance of MT systems in a translation workflow- Strategic, autonomous and continuous learning- Decision-making and problem-solving- Critical reasoningDeepLPostedition of journalistic news related to basic economic concepts, translated by MT (ES-DE, into the foreign language)Teacher- directed, learner-directed, computer-assistedLearning by doingTrial and errorCognitive Learning individual learningvisual, verbal, logicalFormative assessment, self-assessment.Rubric.Low referring quality of postedited target text.Medium referring subcompetences related to managing the basics of MT and the PE process.Knowledge about error tendencies of DeepL, and therefore better anticipation and compensation during post-editing.Competences and CAT toolsTitelCompetences and CAT tools2. Compiling a corpusScreenshot Sketch EngineTitelCompilation of a comparable bilingual corpus ES-DE withSketchEngine (WebBootCat) on eye anatomy and diseases, meeting certain selection criteria: - original texts, - available online - average degree of specialisation- reliable sources.Competences and CAT toolsTitelCompetences and CAT toolsSubompetences according to EMT (2017)Soft skills CAT-tools and taskTeaching strategy Learning theory Learning style / channelAssessment type, tool and criteriaAverage improvementin assessmentLearning outcome- Use and adapt to new tools and IT resources- Make effective use of search engines and corpus-based tools - Apply other tools in support of language and translation technology- decision-making - critical thinkingText analysis tool Sketch EngineRetrieval of digitalized texts of the same type (instructional, but divulgative) in Spanish and German on eye anatomy/eye diseases in order to compile a bilingual, comparable corpus. Test the main features of the tool, following the online guides.Teacher- directed, learner-directed, computer-assistedLearning by doingTrial and errorCognitive Learning individual learningvisual, verbal, logicalFormative assessment, self-assessment.Rubric.High referring the prompt handling of the tool after watching the video tutorials. Medium referring the research competence (although not longer listed by the EMT as independent partial competence, it is included within the framework of technological competence).Critical thinking still lacks often so the selected sources are not always reliable or suitable.Students strengthened critical thinking and research competence.They learned not only to compile corpora, but to do text analysis and text mining, using the features of the program. The linguistic analysis helped to discover collocations and other aspects helpful for translation.TitelCompetences and CAT tools3. Terminology management creating a databaseCreate a glossary with Termbase.eu, extracting the terminology from the compiled corpora.TitelCompetences and CAT toolsSubompetences according to EMT (2017)Soft skills CAT-tools and taskTeaching strategy Learning theory Learning style / channelAssessment type, tool and criteriaAverage improvementin assessmentLearning outcome- Use relevant IT applications and adapt rapidly to new tools and IT resources. - Make effective use of CAT tools- Apply other tools in support of language and translation technology- decision-making - problem solving termbases.euBuild a terminological database attending guidelines.Teacher- directed, learner-directed, computer-assistedLearning by doingTrial and errorCognitive Learning individual learningvisual, verbal, logicalFormative assessment, self-assessment.Rubric.Low referring terminology management and completeness of the information demanded for the terminology card.Students learnt to follow instructions of a video tutorial and improved autonomous learning.Students disposed of a basic glossary for translating texts from a specific area.TitelCompetences and CAT tools4. Enhancing use of translation memory: WordfastAnywhereTranslation ES-DE of 5 infomational texts onglaucoma (110 – 571 words). Previous alignment of ST and TT corrected in class.Use of glossary feature. Export and delivering of files.TitelCompetences and CAT toolsTitelCompetences and CAT toolsTitelCompetences and CAT toolsSubompetences according to EMT (2017)Soft skills CAT-tools and taskTeaching strategy Learning theory Learning style / channelAssessment type, tool and criteriaAverage improvementin assessmentLearning outcome- Check, review and revise their own work- Recognize the importance of data ownership and data security issues- Adapt rapidly to new tools and IT resources- Make effective use of CAT tools- Strategic, autonomous and continuous learning- Decision-making and problem-solving- Critical reasoning- Team workingWordfast AnywhereTranslate with the help of TM informational texts on the disease of glaucoma, translated by MT (ES-DE, into the foreign language))Teacher- directed, learner-directed, computer-assistedLearning by doingTrial and errorCognitive Learning Collaborative Learningindividual learningcollaborative learningvisual, verbal, logicalFormative assessment, P2P assessmentFinal exam The grades improved an average of 1 point (grade scale from 0 to 10), mostly among the weakest students as they learned to combine the practical knowledge of how to use the translation memory, the content of the glossary and the linguistic and thematic knowledge conferred on them by having previously worked on several translations in the same subject area and aligned them. There was no student who failed the final exam.The students learnt to use Wordfast Anywhere. In fact, a part of them continued to use the TM for new assignments when it was not required any more.Critical reasoning and justification of decisions improved by way of P2P assessment.Motivation and self-esteem among the weaker students grew.TitelAchievements and limitsDoes it make sense to use MT + PE?Students learn about the pros and cons of MT.Students get aware of their own limitations.TitelAchievements and limitsDoes it make sense to build corpora and glossaries?It makes sense referring soft skills: critical thinking and research competences are practiced.TitelAchievements and limitsDoes it make sense to use TM?The student’s translation improve, at least if they begin with aligning previously translated and corrected texts.Students rethink their translation decisions.TitelAchievements and limitsIs it possible to compensate poor linguisticknowledge by the use of CAT tools? MT + PE: Only to a certain extent.Only those who master to a mínimum level SL and TL.TM:Seems to improve translator performance and soft skills as critical thinking. It seems commendable to complement training in TM with PE, corpus compilation and glossary creation in order to intertwine skills that makes fruitful the use of TM.Titel Conclusions• CAT tools should be used in translator training because they are already a part of thepresent translator’s working environment. • CAT tools do not fulfil their goal if language andcultural knowledge are lacking and. They need to bestrengthen during translator training, even if it is not a(main) topic of the syllabus. Titel Conclusions• The present translator profile is going to disappear because of technology. But even so, technology is no enemy, but offers new chances.• A proper use of technological tools improves translation pedagogy. They can be used as a means in translator training and trainers should integrate their underlying learning principles into teaching practice. =>teachnology.Titel• Bécart, A., Merola, V., & López-Campos Bodineau, R. 2017. New Technologies Applied To Translation Studies: Strategies, Tools And Resources. Bienza, Seville.• Belam, J. 2003. «Buying up to falling down: a deductive approach to teaching post-editing”, Paper presented at MT Summit IX workshop on Teaching Translation Technologies and Tools, New Orleans. Available at www.dlsi.ua.es/t4/docum/belam.pdf.• Cadwell, P.; O’Brien, S. & Teixeira, Carlos S. C. 2018. Resistance and accommodation: factors for the (non-) adoption of machine translation among professional translators, Perspectives, 26:3, 301-321. Accessed at <https://doi.org/10.1080/0907676X.2017.1337210>.• Carl, M. & Braun, S. 2018. Translation, interpreting and new technologies. In K. Malmkjaer (ed.): The Routledge Handbook of Translation Studies and Linguistics. London: Routledge, 374-390.• Cinque, M. 2016. “Lost in translation”. Soft skills development in European countries. Tuning Journal for Higher Education, 3(2), 389-427.• Collantes, C.; Mallo, J.; Parra, C.; Quiñones, H., & Serrano, R. 2018. Pásate al lado oscuro: ventajas de la traducción automática para el traductor profesional. La linterna del traductor, 17, noviembre de 2018. Accessed at: <http://www.lalinternadeltraductor.org/n17/ventajas-traduccion-automatica.html>.• Corpas, G. & M.-J. Varela. 2003. "Sobre la inclusión de elementos curriculares relativos a entornos informáticos en las licenciaturas de traducción e interpretación". Corpas, G. and M.-J. Varela (eds.) 2003. Entornos informáticos de la traducción profesional: las memorias de traducción. Atrio: Granada, 301-328.• Cuminatto, C.; Baines, R. & Drugan, J. 2017. Employability as an ethos in translator and interpreter training. The Interpreter and Translator Trainer, 11:2-3, 123-138.• Díaz Cintas, J. 2014. 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Google translate and deepL: breaking taboos in translator training (in press).ReferencesTitelDo New Technologies ImproveTranslation Pedagogy?Dr María-José Varela Salinasmjvs@uma.eshttps://uma.academia.edu/DrMaríaJoséVarelahttps://www.researchgate.net/profile/Maria_Jose_Varela_SalinasTitelDo New Technologies ImproveTranslation Pedagogy?The paper presented was elaborated within theframework of:Interdependence and Innovation –2nd Cologne Conference on Translation, Interpreting and Technical Documentation (CGN18)Cologne, 29–30.11.2018Do New Technologies ImproveTranslation Pedagogy?Dr María-José Varela Salinas (University of Malaga) 

Do New Technologies Improve Translation Pedagogy?

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Do New Technologies Improve Translation Pedagogy?

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