2024 Beta Version Under Construction
Bilingual online dictionaries and translation tools as a source of terminology: Insights for translation pedagogy
Dorota Osuchowska
University of Rzeszów
Abstract:
This study aimed to assess the reliability of online bilingual dictionaries for translating specialist terminology. The vocabulary for the test was extracted from an official glossary of EU terminology and provided to a group of 36 English Philology students attending a basic-level translation course. The students were asked to identify words for which they would need to use a dictionary. Additionally, they were interviewed to determine their typical look-up strategies when confronted with unfamiliar words, collectively referred to as their standard dictionary behavior. Then, these strategies were emulated during the test of the reference tools the students typically used. The research concludes that online reference tools are not reliable sources for specialist terms. The results also indicate which reference skills should be introduced into the training program by translation teachers, particularly those working with novice translators.
Keywords: Bilingual online dictionaries, comparative analysis, reliability assessment, search strategies, translation teaching
Teaching translation online: A Community of Inquiry study
Volga Yılmaz-Gümüş
Anadolu University
Cristiano Mazzei
University of Massachusetts Amherst
Abstract:
This study explores learning and assessment practices in online translation teaching in the changing educational settings. Using the Community of Inquiry (CoI) model as a framework, it aims to present a comprehensive list of recommendations for creating and implementing teaching, learning and assessment practices for online translation courses. This paper reports on the results of the CoI survey carried out with learners enrolled in an online translation program. The survey was conducted to understand the learners’ perception of teaching, social, and cognitive presence in their learning experience. The participants were also asked to provide feedback on specific course components, i.e., tasks, assignments, and elements such as syllabus, instructor feedback, and reflective practice, concerning their impact on achieving course objectives. The findings highlight the importance of creating teaching, social, and cognitive presence in online translation teaching environments. Given the interconnected nature of learning and assessment activities in online education, these presences not only create an effective learning environment but also improve the assessment of learners’ performance. While the findings are based on a small online community and may not be universally applicable, they can serve as a starting point for evaluating existing curricula and launching new online programs in translation.
Keywords:
Online education, translator training, translation teaching, Community of Inquiry
The how and why of written corrective feedback modalities in translation training
Maria Dolors Cañada Pujols, Gemma Andújar Moreno
Universitat Pompeu Fabra
Abstract:
Although feedback processes play a fundamental role in formative assessment, empirical studies on the topic are still sparse. The goal of the present study is to describe the modalities of corrective written feedback that are employed by a group of eleven teachers of either general or specialized translation in a university-level translation training programme, with attention also paid to how these teachers justify their use of one or the other modality. Data was gathered from these teachers by means of in-depth interviews, which were then transcribed and analysed. The results show that these teachers fully recognise the important role of feedback in the training of future translators and thus employ a variety of feedback modalities: grading, directive correction, colour-coding, symbols, letter-coded rubrics, overall comments, and specific comments. Regardless of the modality employed, however, the focus of feedback as employed by this group of professionals continues to be on pointing out errors in a finished product and therefore cannot be regarded as dialogic in nature. Therefore, the results of the study point to the need to rethink the pedagogical practice related to written feedback to make it more formative.
Keywords:
Assessment, feedback modalities, translation, translator training
Exploring Translation Competence: An Experimental Study with Translators and Foreign Language Teachers in Mongolia
Egshig Shagdarsuren1), Sainbayar Gundsambuu2)1)3), Bat-Uchral Ganzorigt1), Davaasuren Batdorj1), Demberelmaa Baljinnyam1), Erdenenaran Ganjuurjav1), Munkh-Uchral Enkhtur1), Nerguijargal Byamba1), Purevsuren Bazarjav1), Selengemurun Chuluun1), and Soyol Lundegjantsan1)
1) National University of Mongolia
2) Osaka University
3) International University of Ulaanbaatar
Abstract:
This study explores the perception of translation competence among translators and foreign language teachers in Mongolia. It is done by providing empirical evidence for the translation competence model and intercultural competence model. 260 participants completed questionnaires and translated two texts in direct and inverse translation. Results suggest that translators and teachers view translation as a dynamic rather than a static concept. Differences in the acceptability average were observed between direct and inverse translations. The study also reveals insufficiencies in the strategic sub-competence, which compensates for other insufficient sub-competences. The research does not conclusively support the interrelated and hierarchal nature of translation sub-competences proposed by PACTE.
Keywords:
translation competence, strategic sub-competence, knowledge of translation sub-competence, extra-linguistic sub-competence, intercultural sub-competence
Four-Route Lexical Access Model in Learners’ English-Chinese Translation
Chien-Yu Tsai
University of Taipei
Abstract:
This study delves into the intricate relationship between semantic meaning and word access in translation, employing four semantic meanings as a research framework within linguistic contrast. Drawing on the theoretical foundations of bilingual language processing, the research seeks to illuminate the cognitive processes involved in lexical retrieval and semantic coherence maintenance during translation tasks. Extending existing literature, which underscores the significance of semantic ambiguity and contextual cues in translation, this study explores how translators navigate semantic uncertainties. Preliminary findings reveal a prevalent tendency among students to employ a direct translation approach, characterized by fixed word meaning conversions and limited contextual comprehension prior to translation. Additionally, the study identifies four distinct pathways for accessing lexical concepts during translation: (1) involves activation of lemmas and concepts, leading to accurate translation outcomes, while (2) illustrate asymmetric lexical access, resulting in translation discrepancies. (3) Highlights difficulties in locating corresponding access concepts, hindering translation efforts, and (4) emphasizes the selection of seemingly similar but conceptually disparate Chinese lexical items directly from English access concepts, leading to mismatches. These findings underscore the importance of a nuanced understanding of bilingual lexical concepts to effectively navigate translation challenges.
Keywords: lexical meaning, word access in translation, English-Chinese translation, word processing, semantics
Book Reviews
Wu, LQ. (2024). [Review of the book Translator and interpreter education research: Areas, methods and trends, by M.M.M. Abdel Latif]. Current Trends in Translation Teaching and Learning E, 11.
Lin, YY. & Xu, MJ. (2024). [Review of the book Computer-assisted simultaneous interpreting: A
cognitive-experimental study on terminology, by B. Prandi]. Current Trends in Translation Teaching and Learning E, 11.
Bilingual online dictionaries and translation tools as a source of terminology: Insights for translation pedagogy
Dorota Osuchowska
University of Rzeszów
Abstract:
This study aimed to assess the reliability of online bilingual dictionaries for translating specialist terminology. The vocabulary for the test was extracted from an official glossary of EU terminology and provided to a group of 36 English Philology students attending a basic-level translation course. The students were asked to identify words for which they would need to use a dictionary. Additionally, they were interviewed to determine their typical look-up strategies when confronted with unfamiliar words, collectively referred to as their standard dictionary behavior. Then, these strategies were emulated during the test of the reference tools the students typically used. The research concludes that online reference tools are not reliable sources for specialist terms. The results also indicate which reference skills should be introduced into the training program by translation teachers, particularly those working with novice translators.
Keywords: Bilingual online dictionaries, comparative analysis, reliability assessment, search strategies, translation teaching
Teaching translation online: A Community of Inquiry study
Volga Yılmaz-Gümüş
Anadolu University
Cristiano Mazzei
University of Massachusetts Amherst
Abstract:
This study explores learning and assessment practices in online translation teaching in the changing educational settings. Using the Community of Inquiry (CoI) model as a framework, it aims to present a comprehensive list of recommendations for creating and implementing teaching, learning and assessment practices for online translation courses. This paper reports on the results of the CoI survey carried out with learners enrolled in an online translation program. The survey was conducted to understand the learners’ perception of teaching, social, and cognitive presence in their learning experience. The participants were also asked to provide feedback on specific course components, i.e., tasks, assignments, and elements such as syllabus, instructor feedback, and reflective practice, concerning their impact on achieving course objectives. The findings highlight the importance of creating teaching, social, and cognitive presence in online translation teaching environments. Given the interconnected nature of learning and assessment activities in online education, these presences not only create an effective learning environment but also improve the assessment of learners’ performance. While the findings are based on a small online community and may not be universally applicable, they can serve as a starting point for evaluating existing curricula and launching new online programs in translation.
Keywords:
Online education, translator training, translation teaching, Community of Inquiry
The how and why of written corrective feedback modalities in translation training
Maria Dolors Cañada Pujols, Gemma Andújar Moreno
Universitat Pompeu Fabra
Abstract:
Although feedback processes play a fundamental role in formative assessment, empirical studies on the topic are still sparse. The goal of the present study is to describe the modalities of corrective written feedback that are employed by a group of eleven teachers of either general or specialized translation in a university-level translation training programme, with attention also paid to how these teachers justify their use of one or the other modality. Data was gathered from these teachers by means of in-depth interviews, which were then transcribed and analysed. The results show that these teachers fully recognise the important role of feedback in the training of future translators and thus employ a variety of feedback modalities: grading, directive correction, colour-coding, symbols, letter-coded rubrics, overall comments, and specific comments. Regardless of the modality employed, however, the focus of feedback as employed by this group of professionals continues to be on pointing out errors in a finished product and therefore cannot be regarded as dialogic in nature. Therefore, the results of the study point to the need to rethink the pedagogical practice related to written feedback to make it more formative.
Keywords:
Assessment, feedback modalities, translation, translator training
Exploring Translation Competence: An Experimental Study with Translators and Foreign Language Teachers in Mongolia
Egshig Shagdarsuren1), Sainbayar Gundsambuu2)1)3), Bat-Uchral Ganzorigt1), Davaasuren Batdorj1), Demberelmaa Baljinnyam1), Erdenenaran Ganjuurjav1), Munkh-Uchral Enkhtur1), Nerguijargal Byamba1), Purevsuren Bazarjav1), Selengemurun Chuluun1), and Soyol Lundegjantsan1)
1) National University of Mongolia
2) Osaka University
3) International University of Ulaanbaatar
Abstract:
This study explores the perception of translation competence among translators and foreign language teachers in Mongolia. It is done by providing empirical evidence for the translation competence model and intercultural competence model. 260 participants completed questionnaires and translated two texts in direct and inverse translation. Results suggest that translators and teachers view translation as a dynamic rather than a static concept. Differences in the acceptability average were observed between direct and inverse translations. The study also reveals insufficiencies in the strategic sub-competence, which compensates for other insufficient sub-competences. The research does not conclusively support the interrelated and hierarchal nature of translation sub-competences proposed by PACTE.
Keywords:
translation competence, strategic sub-competence, knowledge of translation sub-competence, extra-linguistic sub-competence, intercultural sub-competence
Four-Route Lexical Access Model in Learners’ English-Chinese Translation
Chien-Yu Tsai
University of Taipei
Abstract:
This study delves into the intricate relationship between semantic meaning and word access in translation, employing four semantic meanings as a research framework within linguistic contrast. Drawing on the theoretical foundations of bilingual language processing, the research seeks to illuminate the cognitive processes involved in lexical retrieval and semantic coherence maintenance during translation tasks. Extending existing literature, which underscores the significance of semantic ambiguity and contextual cues in translation, this study explores how translators navigate semantic uncertainties. Preliminary findings reveal a prevalent tendency among students to employ a direct translation approach, characterized by fixed word meaning conversions and limited contextual comprehension prior to translation. Additionally, the study identifies four distinct pathways for accessing lexical concepts during translation: (1) involves activation of lemmas and concepts, leading to accurate translation outcomes, while (2) illustrate asymmetric lexical access, resulting in translation discrepancies. (3) Highlights difficulties in locating corresponding access concepts, hindering translation efforts, and (4) emphasizes the selection of seemingly similar but conceptually disparate Chinese lexical items directly from English access concepts, leading to mismatches. These findings underscore the importance of a nuanced understanding of bilingual lexical concepts to effectively navigate translation challenges.
Keywords: lexical meaning, word access in translation, English-Chinese translation, word processing, semantics
Book Reviews
Wu, LQ. (2024). [Review of the book Translator and interpreter education research: Areas, methods and trends, by M.M.M. Abdel Latif]. Current Trends in Translation Teaching and Learning E, 11.
Lin, YY. & Xu, MJ. (2024). [Review of the book Computer-assisted simultaneous interpreting: A
cognitive-experimental study on terminology, by B. Prandi]. Current Trends in Translation Teaching and Learning E, 11.