行业动态 | 翻译学SSCI期刊ITT推出“翻译技术教学”研究专刊

Interpreter and Translator Trainer

2022年第3期主题专刊

Translation Technology Teaching: Views and Visions

客座主编：陶友兰、王华树

The Interpreter and Translator Trainer is a peer-reviewed international journal dedicated to research in the education and training of professional translators and interpreters, and of those working in other forms of interlingual and intercultural mediation and communication.

With the expansion of the intercultural communication and language services provision sectors has come a proliferation of training programmes in the field. Since its inception in 2007, ITT has been the leading journal in the field of translation and interpreting studies to specialize in training-related issues.

Introduction to the special issue Translation technology teaching: views and visions

Youlan Tao & Huashu Wang

Pages: 271-274

摘要：Since translation technology is playing an indispensable role in translation practice, how to teach translation technology has become one of the key topics in translation studies. This special issue focuses on views and visions of translation technology teaching (TTT), an increasingly important aspect of translation pedagogy. The first contribution is a bibliometric study of TTT publications both in English and Chinese, revealing the state of the art of TTT by presenting different research methods and focuses in different academic communities. Next, Sánchez Ramos demonstrates how machine translation and post-editing have been taught to improve the efficiency of public service interpreting and translation. Kodura describes an online course in translation technology on the basis of action research methodology. Lu Sha et al. examine the positive effects of anonymous online peer feedback in a computer-assisted translation (CAT) course. Finally, the last two empirical studies construct a Knowing-Acting Translation Curriculum (KATC) and a competence framework for interpreting technology, highlighting trainees’ technological competence. These six articles not only present ways to teach translation technology, but also underline the need of developing higher-order technological competence in the process of educating human translators with a global vision.

Research on translation technology teaching in Chinese publications and in international English-language publications (1999-2020): a bibliometric analysis

Shaobin He, Yunhan Hao, Shijie Liu, Huidan Liu & Huadong Li

Pages: 275-293

摘要：The growing need to improve the quality and efficiency of translation by using technology has stimulated the practice of and research into translation technology teaching (TTT). Naturally, there is a need to analyse the state of the art and development of TTT from a quantitative perspective, because such research is still very scarce. This paper uses the bibliometric technologies, CiteSpace and VOSviewer in particular, to delineate the publication information of TTT-related research mainly in two citation databases, i.e., Web of Science (WoS) and China National Knowledge Infrastructure (CNKI), from the year 1999 to 2020. It finds that China is gaining importance in TTT-related research, that international English-language publications pay more attention to the teaching of MTPE, while Chinese-language publications focus more on corpus-based TTT, and that English publications tend to use empirical methods, while Chinese publications tend to adopt non-empirical methods. The differences between the two publication communities in research methods and focuses call for contact and exchange between the two communities.

Public service interpreting and translation training: a path towards digital adaptation to machine translation and post-editing

María del Mar Sánchez Ramos

Pages: 294-308

摘要：The ever-increasing demand for immediate access to information means interpreters and translators are increasingly using, and relying on, digital technology in their work. In the migratory context, machine translation (MT) and post-editing (PE) have the potential to greatly increase the efficiency of public service interpreting and translation (PSIT), which is currently experiencing huge demand. This article describes and evaluates the implementation of a module focused on MT and PE within a postgraduate PSIT programme at a Spanish university. A mixed-methods methodology was used to collect both quantitative data (via a questionnaire) and qualitative data (via a reflective essay) from a group of 42 students during the 2020–2021 academic year. The results show that students were satisfied overall with both the content of the module and its implementation. However, they also felt that the module needed to be better integrated within the postgraduate PSIT programme as a whole in order to fully prepare them for their professional careers.

Evaluating the effectiveness of an online course in translation technology originally developed for a classroom environment

Małgorzata Kodura

Pages: 309-324

摘要：This paper examines the effectiveness of a course in Translation Technology carried out in an online mode in response to the emergency situation of the Covid-19 pandemic and discusses the strengths and weaknesses of the course design. The analysis is based on the Action Research methodology; the methods used include observation, interviews, students’ self-reports and a student survey. The findings of this case study can be applied in other teaching contexts to improve the effectiveness of specific online courses.

Investigating the effectiveness of anonymous online peer feedback in translation technology teaching

Lu Sha, Xiangling Wang, Shuya Ma & Thomas Anthony Mortimer

Pages: 325-347

摘要：Online peer feedback has been regarded as an effective way to promote collaborative learning in the teaching of translation technology. But there is limited research about decreasing the negative influence of social factors such as peer pressure, favouritism, and face-saving in the process. Therefore, the present study examined the effects of anonymous online peer feedback (AOPF) on students’ translation performance, feedback quality, self-efficacy and perceptions in translation technology teaching. A total of 60 Chinese postgraduate students from a translation technology training course participated in this study, and they were then randomly assigned into either the anonymous or identified group. Results indicated that AOPF was a practical approach to improving translation performance. The content analysis showed that the anonymous group provided more cognitive and metacognitive feedback messages in terms of feedback quality. In addition, students in the anonymous group felt more comfortable giving in-depth suggestions for peer work. However, there was no significant difference in affective feedback messages between the two groups. Furthermore, results from the questionnaires revealed that anonymity in online peer feedback could improve the students’ self-efficacy and learning satisfaction. These findings can give insights for trainers to facilitate practical peer assessment activities in translation technology training.

Unity of knowing and acting: an empirical study on a curriculum approach to developing students’ translation technological thinking competence

Yan He & Youlan Tao

摘要：Though students are taught translation technology, when confronted with real-life translation tasks, they frequently fail to use technologies flexibly and properly. To address this issue, this study first highlighted the concept of translation technological thinking competence (TTTC) and its significance. Then it proposed the Knowing-Acting Translation Curriculum (KATC), characterised by integrating knowledge-based design, problem-oriented learning, in-class interactive modelling and near-authentic translation projects. Further, the study investigated: 1) Is KATC an effective approach to developing students’ TTTC? 2) How does TTTC influence translation performance? To answer the questions, a quasi-experimental/empirical study was conducted with two groups of comparable translation students, one group given the KATC-based teaching intervention. The results show that: 1) KATC is an effective approach in improving students’ TTTC, measured by enhanced performance in solving real-life translation technological problems; 2) TTTC is positively correlated with overall translation quality. Therefore, we argue that the ultimate goal of translation technology teaching is to help students become technological thinkers with high TTTC, who can maximise the power of technology to act professionally and technologically, particularly in solving translation problems that require discretionary judgment and action.

Constructing a competence framework for interpreting technologies, and related educational insights: an empirical study

Huashu Wang & Zhi Li

Pages: 367-390

摘要：This study constructs a competence framework that covers the most popular interpreting technologies. It adopts an empirical design and uses mainly quantitative methods based on a large-scale survey, comprising 647 questionnaires and 10 interviews. According to the analysis of questionnaire and interview data, the authors identify the main types of interpreting technologies, and the challenges in their application. From the survey data, the authors extracted factors that influence interpreters’ technological competence, and found a high probability that these factors (awareness, learning, and skills and knowledge) govern the application of specific technologies. The authors, therefore, put forward a three-dimensional competence framework for interpreting technologies, and investigate their roles and relevance in different aspects of interpreting education, including curriculum design, and teaching and assessment methods.

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