Translation Teaching and Learning 2022

注：中文摘要為機(jī)器翻譯，于2023年4月24日調(diào)用Google翻譯引擎，未介入譯后編輯，譯文僅供參考。

期刊介紹：

Current Trends in Translation Teaching and Learning began in 2007 as a publication of the Department of Translation Studies of the University of Helsinki. These were edited collections. Beginning in 2014, the publication became an electronic journal: Current Trends in Translation Teaching and Learning E.

《翻譯教學(xué)的當(dāng)前趨勢(shì)》始于 2007 年，是赫爾辛基大學(xué)翻譯研究系的出版物。這些是經(jīng)過(guò)編輯的集合。從 2014 年開(kāi)始，該出版物成為電子期刊：Current Trends in Translation Teaching and Learning E。

Articles

TRANSLATIONAL SELF-REPAIRS IN TRAINEE CONFERENCE INTERPRETERS:PRELIMINARY FINDINGS FROM A PILOT STUDY

Joanna Mirek

Abstract

This article investigates the phenomenon of self-repairs in simultaneous interpreting trainees, which has so far received only limited attention in interpreting research. Conference interpreters were long denied the ability to correct their performance (cf. Kade, 1968; Seleskovitch, 1968; Rei? & Vermeer, 1984). However, it was not until 1975 that Gerver described the importance of self-repairs as sufficient evidence of interpreters’ monitoring for both the source text perception and target text production. In this study, a qualitative method is used in the analysis of a corpus that comprises the interpreting performance of second-year MA students of English Studies at the John Paul II Catholic University of Lublin. The pilot study entailed recording the students’ output of two distinct speeches (interpreted from English into Polish) and analysing the transcript thereof. The results prove that trainee interpreters repair not only defects sensu stricto, but also attend to their outputs for a number of reasons (cf. Petite, 2005). The article will demonstrate both a preliminary taxonomy of translational self-repairs identified in novice interpreters and put forward significant didactic implications for interpreter training.

本文調(diào)查了同聲傳譯學(xué)員的自我修復(fù)現(xiàn)象，迄今為止，這種現(xiàn)象在口譯研究中受到的關(guān)注有限。會(huì)議口譯員長(zhǎng)期以來(lái)被剝奪了糾正其表現(xiàn)的能力（參見(jiàn) Kade，1968 年；Seleskovitch，1968 年；Rei? 和 Vermeer，1984 年）。然而，直到 1975 年，格弗才將自我修復(fù)的重要性描述為口譯員對(duì)源文本感知和目標(biāo)文本生產(chǎn)進(jìn)行監(jiān)控的充分證據(jù)。在這項(xiàng)研究中，使用定性方法分析了一個(gè)語(yǔ)料庫(kù)，該語(yǔ)料庫(kù)包含盧布林約翰保羅二世天主教大學(xué)英語(yǔ)研究專業(yè)二年級(jí)碩士學(xué)生的口譯表現(xiàn)。試點(diǎn)研究需要記錄學(xué)生兩次不同演講的輸出（從英語(yǔ)翻譯成波蘭語(yǔ)）并分析其成績(jī)單。結(jié)果證明，受訓(xùn)口譯員不僅修復(fù)嚴(yán)格意義上的缺陷，而且出于多種原因也關(guān)注他們的輸出（參見(jiàn) Petite，2005 年）。本文將展示口譯新手中確定的翻譯自我修復(fù)的初步分類，并對(duì)口譯培訓(xùn)提出重要的教學(xué)意義。

Keywords

simultaneous interpreting, monitoring, self-correction, self-repairs, interpreter training

同聲傳譯，監(jiān)控，自我糾錯(cuò)，自我修復(fù)，譯員培訓(xùn)

STRATEGIES AND ERRORS IN SIMULTANEOUS INTERPRETING: A STUDENT-ORIENTED EXPERIMENT IN ENGLISH-TURKISH LANGUAGE PAIR

Nazl?gül Bozok, ?eyda K?ncal

Abstract

This paper aims to analyze and describe students’ strategies and errors in simultaneous interpreting performances in English and Turkish language pair and to explore the relationship between the effect of directionality on strategies and performance errors. A small-scale experimental study was conducted with 10 interpreting students and a control group of 4 professionals and involved triangulation of multiple sources of data. The study reveals that the student and professional participants resorted to omissions, additions, substitutions and made errors. With respect to directionality, it was observed that the students made significantly more comprehension /production omissions, delay omissions, mild phrasing changes and substantial phrasing changes while interpreting from Turkish into English compared to the opposite direction. The t-test and the self-assessments of the professional interpreters, on the other hand, indicated that interpreting direction had no effect on their strategies or errors.

本文旨在分析和描述學(xué)生在英語(yǔ)和土耳其語(yǔ)的同聲傳譯表演中的策略和錯(cuò)誤，并探討方向性對(duì)策略的影響與表演錯(cuò)誤之間的關(guān)系。對(duì) 10 名口譯學(xué)生和由 4 名專業(yè)人員組成的對(duì)照組進(jìn)行了一項(xiàng)小規(guī)模實(shí)驗(yàn)研究，并涉及多個(gè)數(shù)據(jù)源的三角測(cè)量。研究表明，學(xué)生和專業(yè)參與者訴諸于遺漏、添加、替換和錯(cuò)誤。關(guān)于方向性，觀察到與相反方向相比，學(xué)生在從土耳其語(yǔ)翻譯成英語(yǔ)時(shí)，明顯更多的理解/產(chǎn)生遺漏、延遲遺漏、輕微的措辭變化和實(shí)質(zhì)性的措辭變化。另一方面，專業(yè)口譯員的檢驗(yàn)和自我評(píng)估表明口譯方向?qū)λ麄兊牟呗曰蝈e(cuò)誤沒(méi)有影響。

Keywords

Interpreting, Simultaneous Interpreting, Strategy Use in Simultaneous Interpreting, Omissions, Additions, Substitutions, Errors, Directionality

口譯，同聲傳譯，同聲傳譯中的策略使用，遺漏，添加，替換，錯(cuò)誤，方向性

TRANSLATOR TRAINING IN LIGHT OF BLOOM’S TAXONOMY OF LEARNING OBJECTIVES: DESIGN OF A MODULAR CURRICULUM IN THE IRANIAN CONTEXT

Saleh Sanatifar, Leelany Ayob

Abstract

In many countries, translation training is provided in the form of certificate and degree programs. Those who do not choose to pursue a degree (but are interested in translation as a source of income) enroll in certificate programs and acquire the fundamentals of translation in a rather shorter amount of time. Compared to degree programs, certificate programs have the great advantage of meeting market needs where an unlimited number of pages are waiting to be translated by a limited number of (human) translators. Iran is a country that, despite its great potential to recruit many translators, lacks such certificate programs. To fill the gap, a modular curriculum for translation training in Iran was designed. As learning and translation are intertwined cognitive processes, the researchers chose to link Bloom’s learning objectives with Chesterman’s domains of translation skill development. Finally, a modular curriculum was proposed to be tested in the context of Iran. The researchers believe that, with a few adaptations, this curriculum can be used in different contexts.

在許多國(guó)家/地區(qū)，翻譯培訓(xùn)以證書和學(xué)位課程的形式提供。那些不選擇攻讀學(xué)位（但對(duì)翻譯作為收入來(lái)源感興趣）的人可以參加證書課程，并在更短的時(shí)間內(nèi)掌握翻譯基礎(chǔ)知識(shí)。與學(xué)位課程相比，證書課程具有滿足市場(chǎng)需求的巨大優(yōu)勢(shì)，即無(wú)限數(shù)量的頁(yè)面等待由有限數(shù)量的（人工）翻譯人員翻譯。伊朗是一個(gè)國(guó)家，盡管它有很大的潛力可以招募很多翻譯，但缺乏這樣的證書項(xiàng)目。為了填補(bǔ)這一空白，伊朗設(shè)計(jì)了一個(gè)模塊化的翻譯培訓(xùn)課程。由于學(xué)習(xí)和翻譯是相互交織的認(rèn)知過(guò)程，研究人員選擇將布魯姆的學(xué)習(xí)目標(biāo)與切斯特曼的翻譯技能發(fā)展領(lǐng)域聯(lián)系起來(lái)。最后，提議在伊朗的背景下測(cè)試模塊化課程。研究人員認(rèn)為，通過(guò)一些調(diào)整，該課程可以用于不同的環(huán)境。

Keywords

translation, training, Bloom, curriculum, competence, Iran

翻譯，培訓(xùn)，布魯姆，課程，能力，伊朗

MULTIMODAL HUMAN INTERACTION IN VIDEOCONFERENCE INTERPRETING

Xiaojun Zhang

Abstract

The evolution of communication technologies such as video conferencing and remote meeting has created ample opportunities for distance communication in real time and has led to alternative ways for delivering interpreting services. Videoconference interpreting, either spoken-language or sign-language interpreting, is best described as a ‘multimodal’ way to deliver interpreting remotely which has been used for simultaneous, consecutive and dialogue interpreting. This paper focuses on the technical issues of integrating multimodal information of videoconference into interpreting and multimodal human interaction in videoconference interpreting. A prototype computer-aided videoconference interpreting system, CACIS, is introduced as well.

視頻會(huì)議和遠(yuǎn)程會(huì)議等通信技術(shù)的發(fā)展為實(shí)時(shí)遠(yuǎn)程通信創(chuàng)造了充足的機(jī)會(huì)，并催生了提供口譯服務(wù)的替代方式。視頻會(huì)議口譯，無(wú)論是口語(yǔ)口譯還是手語(yǔ)口譯，最好被描述為一種遠(yuǎn)程提供口譯的“多模式”方式，已用于同聲傳譯、交替?zhèn)髯g和對(duì)話口譯。本文重點(diǎn)研究了視頻會(huì)議口譯中將視頻會(huì)議的多模態(tài)信息融入口譯和多模態(tài)人機(jī)交互的技術(shù)問(wèn)題。還介紹了原型計(jì)算機(jī)輔助視頻會(huì)議口譯系統(tǒng) CACIS。

Keywords

Informational competence, information needs, search strategies, external information resources, selection criteria.

視頻會(huì)議口譯 (VCI)，多模態(tài)人機(jī)交互，會(huì)議內(nèi)容分析，計(jì)算機(jī)輔助口譯

EFFECTIVENESS AND ASSESSMENT OF ENGLISH PRODUCTION SKILLS THROUGH AUDIOVISUAL TRANSLATION

Pilar Couto-Cantero1, Mariona Sabaté-Carrové and Antonio Tinedo-Rodríguez

Abstract

This article is framed within a research project based in Spain aimed at studying the use of Audiovisual Translation tools to develop communicative competences for teaching and learning English as a Foreign Language. The aims of the study are to get to know to what extent the oral and written production skills of the participants improve thanks to the implementation of an Audiovisual translation-based course, and to get to know if the overall performance of the post Integrated Skills Test is better than the pre–Integrated Skills Test after the learning process. It is also aimed to prove the validity of those language assessment tests. A mixed methodology (qualitative and quantitative analysis) was used to obtain information from the participants. Research data was collected from different universities in Spain with an initial sample of 40 applicants, 8 of which finally completed the course. Data analysis shows that oral and written production skills improve thanks to the implementation of six audio description-based lesson plans completed during a pilot course offered during the summer of 2021 to volunteer adult participants with a B2 level in English language. Furthermore, the study illustrates that the results of the final tests are better than the results of the previous ones after the intervention. We discuss the results obtained in this study and conclude that they are harmonious with former studies on the topic as they validate the use of tests to improve the development of communicative skills. Although, there is a very limited number of participants in the sample, we consider this may be used as an example of a trend that will be explored in the future, as this is a pilot study included in a wider research project which is still underway.

本文基于西班牙的一個(gè)研究項(xiàng)目，旨在研究視聽(tīng)翻譯工具的使用，以培養(yǎng)英語(yǔ)作為外語(yǔ)教學(xué)和學(xué)習(xí)的交際能力。該研究的目的是了解由于實(shí)施基于視聽(tīng)翻譯的課程，參與者的口頭和書面生產(chǎn)技能得到了多大程度的提高，并了解綜合技能測(cè)試后的整體表現(xiàn)是否 比學(xué)習(xí)過(guò)程后的預(yù)綜合技能測(cè)試要好。它還旨在證明這些語(yǔ)言評(píng)估測(cè)試的有效性。使用混合方法（定性和定量分析）從參與者那里獲取信息。研究數(shù)據(jù)是從西班牙的不同大學(xué)收集的，初始樣本為 40 名申請(qǐng)者，其中 8 名最終完成了課程。數(shù)據(jù)分析表明，由于在 2021 年夏季為英語(yǔ)水平為 B2 的志愿成人參與者提供的試點(diǎn)課程中完成了六個(gè)基于音頻描述的課程計(jì)劃的實(shí)施，口頭和書面表達(dá)技能得到了提高。此外，該研究表明，最終測(cè)試的結(jié)果優(yōu)于干預(yù)后先前測(cè)試的結(jié)果。我們討論了在這項(xiàng)研究中獲得的結(jié)果，并得出結(jié)論認(rèn)為它們與以前關(guān)于該主題的研究是和諧的，因?yàn)樗鼈凃?yàn)證了使用測(cè)試來(lái)提高交際技能的發(fā)展。盡管樣本中的參與者數(shù)量非常有限，但我們認(rèn)為這可以作為未來(lái)探索趨勢(shì)的一個(gè)例子，因?yàn)檫@是一項(xiàng)仍在進(jìn)行中的更廣泛研究項(xiàng)目中的試點(diǎn)研究 .

Keywords

audiovisual translation, audio description, language tests, student evaluation, second language learning, English as a foreign language, integrated skills approach

視聽(tīng)翻譯，音頻描述，語(yǔ)言測(cè)試，學(xué)生評(píng)價(jià)，第二語(yǔ)言學(xué)習(xí)，英語(yǔ)作為外語(yǔ)，綜合技能方法

HOW CAN EMOTION-AI HELP UNDERSTAND TRANSLATOR TRAINEES’ TECHNOLOGY LEARNING EXPERIENCES?

Yizhou Wang and Yu Hao

Abstract

The present study examines the effectiveness of Sentiment Analysis, also known as Emotion-AI, in analysing translator trainees’ learning narratives regarding their experiences with translation memory systems (TMs). Students were asked to describe how they learned and whether the experience was pleasant or unpleasant. The narrative texts were then automatically analysed with Sentiment Analysis, and the emotional component was quantified into a Sentiment score which encompasses both the polarity, i.e., positive vs. negative, and the magnitude (in numerical terms) of emotion. The results showed that narratives about pleasant learning experiences had significantly higher scores than those about unpleasant ones, indicating that Sentiment Analysis can be used to identify learners’ emotions while using technology. Our findings suggest that automatic emotion detection tools can be used in combination with human judgments for data triangulation.

本研究檢驗(yàn)了情感分析（也稱為 Emotion-AI）在分析翻譯學(xué)員關(guān)于他們使用翻譯記憶系統(tǒng) (TM) 的經(jīng)歷的學(xué)習(xí)敘述方面的有效性。學(xué)生們被要求描述他們是如何學(xué)習(xí)的，以及這種經(jīng)歷是愉快的還是不愉快的。然后使用情感分析自動(dòng)分析敘述文本，并將情感成分量化為情感分?jǐn)?shù)，該分?jǐn)?shù)包括極性，即積極與消極，以及情感的大小（以數(shù)字表示）。結(jié)果表明，關(guān)于愉快學(xué)習(xí)經(jīng)歷的敘述得分明顯高于關(guān)于不愉快學(xué)習(xí)經(jīng)歷的敘述，這表明情感分析可用于識(shí)別學(xué)習(xí)者在使用技術(shù)時(shí)的情緒。我們的研究結(jié)果表明，自動(dòng)情緒檢測(cè)工具可以與人類判斷結(jié)合使用以進(jìn)行數(shù)據(jù)三角測(cè)量。

Keywords

Sentiment Analysis, translation memory, emotions, human-computer interaction

情感分析，翻譯記憶，情感，人機(jī)交互

STRATEGIES USED IN THE ENGLISH TRANSLATION OF CULTURAL EXPRESSIONS OF THE SHORT STORY “TEN RUPEES”

Tania Ali Khan

Abstract

This study aims to find out the different translation strategies used in the translation of cultural expressions of the short story “Ten Rupees” written by Saadat Hasan Manto and translated into the English language by Matt Reeck and Aftab Ahmad in 2010. The research design of the study is qualitative and quantitative since the aim of the study is to find out the categories of cultural expressions and also to find out the translation strategies used by translators in rendering these cultural words and expressions in the target language. Therefore, the corpus of the study comprises 80 cultural expressions which were randomly selected from the entire short story. To analyze these cultural expressions, Newmark’s distribution of cultural terms and analytical framework is used. The findings of the study show that gestures and habits, which is the fifth category in Newmark’s model, is used the most throughout the text and the least used cultural category is ecology and social organization. In addition, ten different translation strategies were used by translators in rendering the source language Urdu into the target language English. Namely transference, cultural equivalent, functional equivalent, descriptive equivalent, modulation, componential analysis, synonymy, couplets, shifts and transposition, and paraphrasing.

本研究旨在找出由 Saadat Hasan Manto 撰寫并于 2010 年由 Matt Reeck 和 Aftab Ahmad 翻譯成英文的短篇小說(shuō)“十盧比”的文化表達(dá)翻譯中使用的不同翻譯策略。研究設(shè)計(jì)研究是定性和定量的，因?yàn)檠芯康哪康氖钦页鑫幕磉_(dá)的類別，并找出譯者在將這些文化詞匯和表達(dá)翻譯成目標(biāo)語(yǔ)言時(shí)使用的翻譯策略。因此，該研究的語(yǔ)料庫(kù)包括從整個(gè)短篇小說(shuō)中隨機(jī)選擇的 80 個(gè)文化表達(dá)。為了分析這些文化表達(dá)，使用了紐馬克的文化術(shù)語(yǔ)分布和分析框架。研究結(jié)果表明，姿勢(shì)和習(xí)慣是紐馬克模型中的第五類，在整個(gè)文本中使用最多，使用最少的文化類別是生態(tài)和社會(huì)組織。此外，翻譯人員使用十種不同的翻譯策略將源語(yǔ)言烏爾都語(yǔ)翻譯成目標(biāo)語(yǔ)言英語(yǔ)。即移情、文化對(duì)等、功能對(duì)等、描述對(duì)等、轉(zhuǎn)調(diào)、成分分析、同義詞、對(duì)聯(lián)、轉(zhuǎn)換和換位以及釋義。

Keywords

translation, translation strategies, cultural expressions, Ten rupees, Newmark’s distribution

翻譯，翻譯策略，文化表現(xiàn)形式，十盧比，紐馬克分布

TEACHING SPECIALIZED TRANSLATION: CURRICULUM DESIGN OF AN ONLINE MASTER COURSE IN LEGAL TRANSLATION

Claudia F?rster Hegren?s, Jan Roald, Beate Sandvei and Ingrid Simonn?s

Abstract

In times of the Covid-19 pandemic, the use of online platforms for teaching purposes accelerated, and remote learning and teaching gained ground in the field of Translation & Interpreting Studies (TIS). In this paper, we discuss the curriculum design of JurDist, a master’s course in legal translation, which has been offered as an online course for the language combinations Norwegian – English/French/German/Spanish since 2013. We describe, in detail, today’s curriculum and discuss modifications to the teaching, implemented in the spring semester of 2021. The modifications aim at improving the students’ performance in accordance with current research in translation theory (i.e., translation competence development) and in line with current approaches to learning and teaching (e.g., taxonomies describing different levels and kinds of understanding). Consequently, the curriculum design and the modified approach to teaching aim at enhancing the students’ professional skills in the field of legal translation. Although this teaching approach is applicable to both online teaching and the physical classroom, we describe its implementation in an online teaching environment only. Online teaching in all its facets has come to stay, also within TIS. We contribute to this development with our experience in teaching specialized translation online since 2013, which predates the recent pandemic.

在 Covid-19 大流行期間，在線平臺(tái)的教學(xué)速度加快，遠(yuǎn)程學(xué)習(xí)和教學(xué)在翻譯和口譯研究 (TIS) 領(lǐng)域取得了進(jìn)展。在本文中，我們討論了法律翻譯碩士課程 JurDist 的課程設(shè)計(jì)，自 2013 年以來(lái)，該課程已作為挪威語(yǔ)-英語(yǔ)/法語(yǔ)/德語(yǔ)/西班牙語(yǔ)組合語(yǔ)言的在線課程提供。我們?cè)敿?xì)描述了今天的 課程并討論 2021 年春季學(xué)期實(shí)施的教學(xué)修改。這些修改旨在根據(jù)當(dāng)前翻譯理論研究（即翻譯能力發(fā)展）和當(dāng)前的學(xué)習(xí)和教學(xué)方法提高學(xué)生的表現(xiàn) （例如，描述不同層次和種類的理解的分類法）。因此，課程設(shè)計(jì)和改進(jìn)的教學(xué)方法旨在提高學(xué)生在法律翻譯領(lǐng)域的專業(yè)技能。雖然這種教學(xué)方法既適用于在線教學(xué)，也適用于實(shí)體課堂，但我們僅描述其在在線教學(xué)環(huán)境中的實(shí)施。在線教學(xué)的方方面面都得到了保留，也在 TIS 內(nèi)。自 2013 年以來(lái)，我們?cè)谠诰€教授專業(yè)翻譯方面的經(jīng)驗(yàn)為這一發(fā)展做出了貢獻(xiàn)，這比最近的大流行還早。

Keywords

knowledge in the legal domain, legal genres, translation strategies, cultural awareness, linguistic competence, translation didactics

法律領(lǐng)域的知識(shí)，法律體裁，翻譯策略，文化意識(shí)，語(yǔ)言能力，翻譯教學(xué)法

THE USE OF SUBTITLING IN GENERAL TRANSLATION COURSES: AN EMPIRICAL STUDY OF THE EFFECTS OF SUBTITLING ACTIVITIES ON THE DEVELOPMENT OF STUDENTS-' TRANSLATION COMPETENCE

Sonia González Cruz

Abstract

Several academics have focused their research on analyzing the educational benefits of including specific subtitling modules within translator training aiming at training professional subtitlers (Blane, 1996; Klerkx, 1998; Williams & Thorne, 2000; Díaz-Cintas, 2001; Neves, 2004; Bartoll & Orero, 2008; Díaz-Cintas, 2008; Kruger, 2008; Bartrina, 2009). Although some of these authors (Klerkx, 1998; Neves, 2004; Kruger, 2008) pointed out the impact that subtitling has on the acquisition and development of general translation skills and argued in favor of its inclusion in general translation courses, there are still few studies dedicated to analyzing the use of active subtitling in non-audiovisual translation courses. Only three relevant qualitative studies (Kiraly, 2005; Incalcaterra 2009, 2010; Beseghi, 2018), a quasi-experimental study (Talaván & ávila-Cabrera, 2015) and a didactic proposal (Orozco, 2009) that address the use of active interlinguistic subtitling in the field of translator training are registered. Along this line of research, this article presents an empirical experimental study based on the application of subtitling skills in general translation courses which is carried out in the context of translator training at BA level.

一些學(xué)者將他們的研究重點(diǎn)放在分析在旨在培訓(xùn)專業(yè)字幕員的翻譯培訓(xùn)中包括特定字幕模塊的教育好處（Blane，1996 年；Klerkx，1998 年；Williams & Thorne，2000 年；Díaz-Cintas，2001 年；Neves，2004 年；Bartoll & Orero，2008 年；Díaz-Cintas，2008 年；Kruger，2008 年；Bartrina，2009 年）。盡管其中一些作者 (Klerkx, 1998; Neves, 2004; Kruger, 2008) 指出了字幕對(duì)一般翻譯技能的習(xí)得和發(fā)展的影響，并主張將其納入一般翻譯課程，但仍然很少有人 致力于分析在非視聽(tīng)翻譯課程中使用主動(dòng)字幕的研究。只有三項(xiàng)相關(guān)的定性研究（Kiraly，2005 年；Incalcaterra 2009 年，2010 年；Beseghi，2018 年）、一項(xiàng)準(zhǔn)實(shí)驗(yàn)研究（Talaván & ávila-Cabrera，2015 年）和一項(xiàng)教學(xué)建議（Orozco，2009 年）解決了主動(dòng)中介語(yǔ)的使用 翻譯培訓(xùn)領(lǐng)域的字幕已注冊(cè)。沿著這一研究方向，本文提出了一項(xiàng)基于字幕技巧在普通翻譯課程中的應(yīng)用的實(shí)證實(shí)驗(yàn)研究，該研究是在 BA 級(jí)別的翻譯培訓(xùn)背景下進(jìn)行的。

Keywords

active subtitling, translator training, translation competence, general translation

主動(dòng)字幕，翻譯培訓(xùn)，翻譯能力，一般翻譯

MULTIMODALITIES IN DIDACTIC AUDIOVISUAL TRANSLATION: A TEACHERS′ PERSPECTIVE

Alicia Sánchez-Requena, Paula Igareda y María Bobadilla-Pérez

Abstract

In the last two decades, the use of audiovisual translation (AVT) in the foreign language classroom has been consolidated as an extremely useful tool for improving communication, mediation, intercultural and ICT skills. Research has shown that it is highly motivating for students (Lertola & Talaván, 2020; Talaván, 2019). However, previous studies on teachers’ perceptions of the validity of didactic AVT (Alonso-Pérez & Sánchez-Requena, 2018; Sokoli et al., 2011) highlighted areas in need of improvement in the field. With this in mind, the article explores the integration of five AVT modalities (subtitling, voiceover, dubbing, audio description and subtitling for the deaf and hard of hearing) in one autonomous learning sequence of 15 lesson plans, as designed by members of the research project TRADILEX, funded by the Spanish Ministry of Science, Innovation and Universities. This paper analyses the results of a questionnaire completed by teachers (N=30) who supervised the implementation of this learning sequence in B1 and B2 proficiency level courses from higher education language centres.

The main aim of this article is to determine to what extent this new approach addresses the weaknesses observed by teachers in previous studies. The analysis of the gathered data led to conclude that teacher training in didactic AVT significantly improves the implementation of the methodology. Besides that, the comprehensive approach of the TRADILEX sequence, including the five AVT modalities, allowed teachers to identity which modality is better suited for their teaching practice. On the other hand, high dependence on technology and motivation were two of the main concerns shown by teachers which require further research.

在過(guò)去的二十年中，視聽(tīng)翻譯 (AVT) 在外語(yǔ)課堂中的使用得到鞏固，成為提高溝通、調(diào)解、跨文化和 ICT 技能的極其有用的工具。研究表明，它對(duì)學(xué)生有很強(qiáng)的激勵(lì)作用（Lertola & Talaván，2020；Talaván，2019）。然而，之前關(guān)于教師對(duì)教學(xué) AVT 有效性看法的研究（Alonso-Pérez & Sánchez-Requena, 2018; Sokoli et al., 2011）強(qiáng)調(diào)了該領(lǐng)域需要改進(jìn)的領(lǐng)域?？紤]到這一點(diǎn)，本文探討了將五種 AVT 模式（字幕、畫外音、配音、音頻描述和為聾人和聽(tīng)障人士制作的字幕）整合到一個(gè)由研究成員設(shè)計(jì)的 15 個(gè)課程計(jì)劃的自主學(xué)習(xí)序列中 TRADILEX 項(xiàng)目，由西班牙科學(xué)、創(chuàng)新和大學(xué)部資助。本文分析了由教師 (N=30) 完成的問(wèn)卷調(diào)查結(jié)果，他們監(jiān)督高等教育語(yǔ)言中心 B1 和 B2 水平課程中這一學(xué)習(xí)順序的實(shí)施。

本文的主要目的是確定這種新方法在多大程度上解決了教師在以往研究中觀察到的弱點(diǎn)。對(duì)收集到的數(shù)據(jù)的分析得出結(jié)論，教學(xué) AVT 的教師培訓(xùn)顯著改善了該方法的實(shí)施。除此之外，TRADILEX 序列的綜合方法，包括五種 AVT 模式，使教師能夠確定哪種模式更適合他們的教學(xué)實(shí)踐。另一方面，對(duì)技術(shù)的高度依賴和動(dòng)機(jī)是教師表現(xiàn)出的兩個(gè)主要問(wèn)題，需要進(jìn)一步研究。

Keywords

didactic audiovisual translation, foreign language education, teachers’ perspectives, TRADILEX project

教學(xué)視聽(tīng)翻譯，外語(yǔ)教育，教師視角，TRADILEX 項(xiàng)目

OUTLINE OF A DIDACTIC FRAMEWORK FOR COMBINED DATA LITERACY AND MACHINE TRANSLATION LITERACY TEACHING

Ralph Krüger, Jani?a Hackenbuchner

Abstract

This paper outlines a didactic framework for combined data literacy and machine translation (MT) literacy teaching for translation and specialised communication students. The framework is being developed in the context of the DataLitMT project, a publicly funded project at the Institute of Translation and Multilingual Communication at TH K?ln – University of Applied Sciences, Germany, which develops didactic resources for teaching data literacy in its translation-specific form of MT literacy to students of BA and MA programmes in translation and specialised communication studies. After discussing the high relevance of machine trans-lation literacy and data literacy in professional translation contexts, the paper introduces the DataLitMT project and discusses a framework of professional MT literacy and an MT-oriented data literacy framework, which form the two theoretical pillars of the project. Also, the interface between MT literacy and data literacy will be illustrated by showing how specific (sub)dimensions of data literacy can be mapped to relevant (sub)dimensions of professional MT literacy. Finally, the paper presents some preliminary didactic resources of the DataLitMT project – concerned with social biases in MT, with MT training data preparation and with automatic MT quality evaluation – and discusses how these resources can be used to teach specific (sub)dimensions of data literacy and professional MT literacy to students in the fields of translation/specialised communication studies.

本文概述了針對(duì)翻譯和專業(yè)通信專業(yè)學(xué)生的數(shù)據(jù)素養(yǎng)和機(jī)器翻譯 (MT) 素養(yǎng)相結(jié)合的教學(xué)框架。該框架是在 DataLitMT 項(xiàng)目的背景下開(kāi)發(fā)的，DataLitMT 項(xiàng)目是德國(guó)科隆應(yīng)用科學(xué)大學(xué)翻譯和多語(yǔ)言交流研究所的一個(gè)公共資助項(xiàng)目，該項(xiàng)目開(kāi)發(fā)教學(xué)資源，以特定翻譯形式教授數(shù)據(jù)素養(yǎng) 翻譯和專業(yè)傳播研究學(xué)士和碩士課程學(xué)生的機(jī)器翻譯素養(yǎng)。在討論了機(jī)器翻譯素養(yǎng)和數(shù)據(jù)素養(yǎng)在專業(yè)翻譯環(huán)境中的高度相關(guān)性之后，本文介紹了 DataLitMT 項(xiàng)目，并討論了專業(yè) MT 素養(yǎng)框架和面向 MT 的數(shù)據(jù)素養(yǎng)框架，它們構(gòu)成了機(jī)器翻譯的兩大理論支柱。項(xiàng)目。此外，機(jī)器翻譯素養(yǎng)和數(shù)據(jù)素養(yǎng)之間的接口將通過(guò)展示數(shù)據(jù)素養(yǎng)的特定（子）維度如何映射到專業(yè)機(jī)器翻譯素養(yǎng)的相關(guān)（子）維度來(lái)說(shuō)明。最后，本文介紹了 DataLitMT 項(xiàng)目的一些初步教學(xué)資源——關(guān)注 MT 中的社會(huì)偏見(jiàn)、MT 訓(xùn)練數(shù)據(jù)準(zhǔn)備和自動(dòng) MT 質(zhì)量評(píng)估——并討論了如何使用這些資源來(lái)教授特定（子）維度的數(shù)據(jù) 為翻譯/專業(yè)傳播研究領(lǐng)域的學(xué)生提供讀寫能力和專業(yè)機(jī)器翻譯素養(yǎng)。

Keywords

data literacy, professional machine translation literacy, neural machine translation, translation didactics, DataLitMT

數(shù)據(jù)素養(yǎng)，專業(yè)機(jī)器翻譯素養(yǎng)，神經(jīng)機(jī)器翻譯，翻譯教學(xué)法，DataLitMT

特別說(shuō)明：本文僅用于學(xué)術(shù)交流，如有侵權(quán)請(qǐng)后臺(tái)聯(lián)系小編刪除。