Publication type: Conference other
Type of review: Peer review (abstract)
Title: Teaching quality assessment and revision with CAT tools : a case study
Authors: Kappus, Martin
Summers, Elana
et. al: No
Proceedings: The Łódź-ZHAW Duo Colloquium on Translation and Meaning : Book of Abstracts
Page(s): 32
Conference details: The Łódź-ZHAW Duo Colloquium on Translation and Meaning, Winterthur (online), 2-3 September 2021
Issue Date: 3-Sep-2021
Publisher / Ed. Institution: ZHAW Zürcher Hochschule für Angewandte Wissenschaften
Publisher / Ed. Institution: Winterthur
Language: English
Subjects: CAT tool; Quality assessment; Translation technology; Translation revision; Translation didactics
Subject (DDC): 410.285: Computational linguistics
418.02: Translating and interpreting
Abstract: Training in translation technology and quality assessment are now core elements of translator training programmes and recognised as key skills by the EMT (2017) Competence Framework. However, there appears to be little overlap in training these two skills. Translation technology courses tend to focus on understanding how the technology can be helpful, understanding the main functionalities of one or two tools and practising their implementation, while revision courses often focus on understanding the different translation quality assessment (QA) models, differentiating between revision and post-editing, and understanding the value of QA in the translation market. Given that the boundaries between translation revision and post-editing are now converging in most CAT systems (see Kappus and Ehrensberger-Dow 2020; Koponen et al. 2021), a strong argument can be made that explicit training in translation technology for revision work would foster additional valuable skills. What is less clear is how, when and in which course(s) to include such input in the translation training curriculum. Given the complexity of current translation technology, it is difficult for students to discover the best workflow processes with CAT tools on their own, including QA settings and the risk of false or undetected errors (see Mossop et al. 2020). In our presentation, we will report on a training session we have introduced into our MA programme that is devoted to QA/revision with a CAT tool, co-taught by the translation technology instructor and a translation teacher. We will report on the design of the input and how the activities are meant to empower the students to use the technology not only for their QA/revision processes but also as the basis for dialogue between translator and reviewer. We will also discuss recommendations for curriculum design on the basis of feedback from students who participated in the training session in different semesters in their MA programme.
Further description: References: EMT Board. 2017. European Master’s in Translation: Competence Framework 2017. https://ec.europa.eu/info/sites/info/files/emt_competence_fwk_2017_en_web.pdf Kappus, M. and M. Ehrensberger-Dow. 2020. “The Ergonomics of Translation Tools: Understanding When Less Is Actually More.” Special Issue of The Interpreter and Translator Trainer 14 (4): 386–404. Koponen, M., B. Mossop, I. S. Robert, and G. Scocchera, eds. 2021. Translation Revision and Post-editing. Industry Practices and Cognitive Processes. Abingdon: Routledge. Mossop, B., J. Hong, and C. Teixeira. 2020. Revising and Editing for Translators. 4th ed. Abingdon: Routledge.
URI: https://www.zhaw.ch/storage/linguistik/institute-zentren/iued/upload/forschung/duo-colloquium-book-of-abstracts.pdf
https://digitalcollection.zhaw.ch/handle/11475/23474
Fulltext version: Published version
License (according to publishing contract): Licence according to publishing contract
Departement: Applied Linguistics
Organisational Unit: Institute of Translation and Interpreting (IUED)
Appears in collections:Publikationen Angewandte Linguistik

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