Translator education as a collaborative quest for insights into the re-positioning of the human translator (educator) in the age of machine translation: the results of a learning experiment

IF 1.8 1区 文学 0 LANGUAGE & LINGUISTICS
Senem Öner Bulut, Nilüfer Alimen
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引用次数: 0

Abstract

ABSTRACT Motivated by the urgent need to investigate the possibilities for re-positioning the human translator and his/her educator in the machine translation (MT) age, this article explores the dynamics of the human-machine dance in the translation classroom. The article discusses the results of a collaborative learning experiment which was conducted in an MA course. In the experiment, the students carried out the emergent professional tasks of MT post-editing, pre-editing and error annotation. The results showed that the experiment helped the majority of the students re-position themselves as future experts of MT-related tasks by developing task-specific self-efficacy beliefs and raising their awareness of their self-concept as human agents and of the added value they could create. The educators, on the other hand, gained insights into the challenges faced by the students in the experiment, during which the boundary between teaching and learning became blurred. The educators further witnessed, first-hand, the need to transform translation classrooms into platforms of collaborative learning, where all involved can work together to discover ways of creating human added value in emergent MT workflows, which also requires the re-positioning of the translator educator in the MT age.
翻译教育作为一种合作探索:机器翻译时代人类译者(教育者)的重新定位:一个学习实验的结果
摘要:在机器翻译时代,迫切需要研究人类译者及其教育者重新定位的可能性,本文探讨了翻译课堂中人机舞蹈的动态。本文讨论了在硕士课程中进行的协同学习实验的结果。在实验中,学生们完成了MT后编辑、前编辑和错误标注的紧急专业任务。结果表明,该实验通过培养特定于任务的自我效能感信念,提高他们作为人类主体的自我概念意识和他们可以创造的附加价值,帮助大多数学生将自己重新定位为mt相关任务的未来专家。另一方面,教育工作者在实验中了解到学生所面临的挑战,在此过程中,教与学的界限变得模糊。教育工作者进一步亲眼目睹了将翻译课堂转变为协作学习平台的必要性,在这个平台上,所有参与者都可以共同努力,发现在新兴的机器翻译工作流程中创造人类附加价值的方法,这也要求翻译教育工作者在机器翻译时代重新定位。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.90
自引率
13.30%
发文量
19
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