The Importance of Machine Translation to University Students (original) (raw)
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Revista Tradumàtica. Tecnologies de la Traducció, 2021
The translation sector is going under major changes that will undoubtedly be accentuated in the future owing to the development of automation and artificial intelligence, and more specifically, of machine translation. Technology also plays a crucial role in the translation process and has a significant impact on translation competence. Therefore, it is of utmost importance that university translation programmes incorporate new translation technology into their curriculums in order to ensure that students are made aware of their usefulness in order to fulfil industry employment needs. This piece of research strives at mapping how and what for translation students use MT, and what are their attitudes and perceptions towards its use. Findings of a qualitative analysis indicate that undergraduate students have a positive general attitude towards MT and its many advantages, whereas they show preoccupation when MT professional issues are addressed.
Students’ Experience of Translation Tool Use In Language Learning
International Journal of Scientific and Research Publications (IJSRP), 2021
The purpose of this study is to identify the online translation tool use among the students of higher education and to raise their awareness on translation procedures in doing such work. The results of questionnaire reveals the experience related to intensity and purpose of Google Translate and translation procedures was conducted in classroom setting. This study attended by 37 students who are beginner to subject of translation. The teaching procedures divided into four sessions. The first and the second session revealed the student experience on using Google Translate. The second and three sessions introduce the source text-reading and pretranslation editing. Because of translation is metacognitive activity, the students also encourage to takes note, discuss and ask the question in completing their works. In the final session, the trainer introduced a brief theory of translation to raise their awareness of importance of translation theories in enhancing their ability to improve the machine assisted translation result.
Humanities & Social Sciences Reviews, 2020
Purpose of the study: This paper embodies research on the introduction of machine translation (MT) into translation teaching and learning from the perspectives of learners and instructors/teachers. Four suppositions of employment of MT in translation classes are observed and examined here: MT as a weak (or peripheral) tool, MT as a useful (or essential) tool; MT as a professional treatment; and MT as a CATI tool. Methodology: The objective is achieved using an experimental-survey method with a theory of 'action about reasons' (technology acceptance model) adapted from Davis, Bagozzi, and Warshaw's (1989) work as its framework. The survey tool is done through a closed and open-ended questionnaire while the 'experiment' takes the form of MT introduction practice exercises in the classroom. One hundred Iranian undergraduate students from a translation course with MT in its syllabus and thirty translation instructors make up the population for this study. Main Findings: In general, students found MT to be useful for producing their translation and seemed, with good exposure through practice, encouraged to use it. The translation educators too saw its benefits but would only be persuaded seriously to utilize it in their translation classrooms when MT is found to produce a much higher quality of output. Otherwise, the disadvantages might outweigh the benefits and thus make the integration of MT into translation teaching not worthwhile. Applications of this study: Understanding reservations and motivations of translation students and translation instructors from their responses enable translation educators and programmers to redesign their teaching to lessen the challenges and at the same grow their confidence in handling MT and guide them towards efficient and effective use. Novelty/Originality of this study: To date, the testing of MT in teaching has been done in language education per se. In this study, MT is examined as a tool for better translation teaching, and not as a mode of translation as opposed to human translation. This lends originality to the study.
Australian Journal of Applied Linguistics
In this article, we discuss the need for a new digital literacy among language students, namely a literacy in relation to the use of machine translation (MT): MT literacy, following . This article does not focus on translation students who, due to the demands of the translation market, have already received a lot of attention from researchers. Rather, we focus on undergraduate language students, and argue that because of their massive use of free online translators-either to translate or to read and write in the language they are learning-instructors need to include a discussion on such tools. We argue that this discussion should include technical and ethical considerations, with a focus on how to ensure that students are able to use MT critically, identifying and correcting errors, for future professional use. Finally, we discuss the thorny issue of evaluation for this type of digital literacy. The discussion is based on several experiments conducted with undergraduate students enrolled in their final year of a three-year program in applied languages. We also believe that the teaching of such skills should not be restricted to language students, since students of all disciplines use online translators, and may continue to do so throughout their professional lives.
Education and New Developments 2022 – Volume 2, 2022
For centuries, print dictionaries were the primary assisting tool for those who needed to find the meaning of an unknown word or translate something from or to a target language. These days, various technological solutions are available, many of them online and free of charge. Online machine translators (OMTs) are used as dictionaries to look up individual words or translate texts of various lengths. OMTs have changed the situation in foreign language education, too. The paper aims to discover how OMTs are perceived and used by non-native speaking university students of English in teacher-training and philology programmes and identify possible differences. First, the paper summarizes the main directions in the ever-growing research on perceiving OMTs in foreign language education. Second, it presents partial results of the online survey conducted among future teachers of English and students of English philology (English language and culture). The results proved that both groups of respondents use a wide range of OMTs, with Google Translate being the most popular. In general, respondents showed positive attitudes towards OMTs and were satisfied with their outcomes; however, teacher trainees were more critical when the quality of translations was considered and they were more aware of the need for post-editing. Future teachers of English also showed more reserve for using OMTs as means of FL learning (learning new vocabulary, pronunciation, grammar, reading, writing, translating). Only a tiny part of respondents (all future teachers) saw OMTs as a threat to effective foreign language learning. The results proved a more "conservative" perception of OMTs by future teachers of English (which may explain why some practising teachers ban using OMTs in their classrooms, fearing that their students could become dependent on them). Students of English philology (English language and culture) manifested less critical attitudes towards OMT in all observed categories. They focused more on speed and comfort than the quality of translation. This result points to the need to instruct students on using OMTs properly (including post-editing) to get the best possible translating and learning outcomes. The paper presents partial results of the research project KEGA 019TTU-04/2021 Integrating new digital tools into philological research and education sponsored by the Slovak Ministry of Education, Science, Research, and Sport.
2013
Most educators are aware that some students utilize web-based machine translators for foreign language assignments, however, little research has been done to determine how and why students utilize these programs, or what the implications are for language learning and teaching. In this mixed-methods study we utilized surveys, a translation task, and interviews to discover some of the students' beliefs and strategies in using such tools. Our results suggest that students hold a range of beliefs about the usefulness of machine translators for writing assignments, and that many of them can articulate and reflect upon the strategies that they use. We discuss implications for the use of machine translation in the foreign language curriculum based on the example of university German.
Translation and Interpreting, 2022
Discussions on the teaching of machine translation (MT) have usually remained confined to translation technology pedagogy. Syllabus design, models for competence development, methodologies and evaluation procedures in this area have benefited from advances in translation pedagogy, but findings relating to the teaching of MT have been slow to be implemented in the translation classroom. Numerous studies have reflected translators’ perspectives on MT, including those of professional associations, employers, and institutional organizations. Students’ perspectives have also been collected, but the voice of the translation instructors is yet to be heard. A number of questions arise: What do translator educators think of MT? Would they be willing to use it in the translation classroom? If so, how and to what purpose? To answer these and related questions, we present the results of a qualitative study conducted with a group of translation educators at Universitat de València (University of Valencia, Spain) in the context of a broader research project. We specifically investigated their beliefs and perspectives towards the introduction of MT into the translation classroom. We used open-ended questions to collect qualitative data, and subsequently analysed responses within the framework of Grounded Theory. Findings provide valuable insights for discussion on the following topics: MT literacy, the blurring of MT key concepts and categorizations, the effect of MT on the development of translation competences, agency in MT reaching a stage where there is no longer a place for the human translator, and the eventual eclipse of the translator
Students’ Attitude on the Use of Machine Translation in Japanese Language Class
AL-ISHLAH: Jurnal Pendidikan
The purpose of the study was to determine student attitudes towards the use of machine translation in Japanese classes, especially in Writing 1 and IV classes. Machine Translation is considered an online resource in facilitating the translation process. The method used is descriptive qualitative. Data were taken from questionnaires distributed to students. Participants are semester II and semester IV students who receive Japanese Writing courses. This research activity was conducted at Darma Persada University, Jakarta. The data analysis technique used three stages, namely data reduction, data presentation and concluding. The results showed that students were dissatisfied with the use of machine translation. This means that the student's attitude is negative. However, machine translation is considered to be able to help complete the translation task more quickly, but the translation results are not in the context of the target language
In the current era of globalization, foreign language skills are very important abilities for students. Foreign language translation is a solution to broaden understanding of languages, but the difference between machine translation and human translation is something to consider. Therefore, this study aims to analyze the effectiveness of machine translation and human translation, as well as promote better understanding among university studentsState Islamic University of North Sumatra. (FOCUS) This research uses qualitative research by analyzing the results of translations from English into Indonesian using machine translation and human translation. translation, and see the difference in the effectiveness of the two methods. (methodology) Evaluation of translation results is used to help students choose a translation method that is suitable for certain needs, such as making scientific papers, presentations or academic assignments. This research can make a positive contribution to the development of education at the State Islamic University of North Sumatra and provide views and recommendations for related parties, such as professional translators or companies that apply this method in their business activities. Thus, this research can strengthen students' understanding of translation methods and improve their foreign language skills. (research contribution) keywordss : analyze effectiveness, human translation, machine translation. introduction In today's globalized world, language barriers have become one of the biggest challenges that hinder effective communication among individuals from different cultures and backgrounds. Fortunately, advancements in technology have introduced machine translation as a potential solution to bridge this gap. However, the effectiveness of machine translation in comparison to human translation remains a topic of debate. This article aims to
Recall, 2009
This paper presents a snapshot of what has been investigated in terms of the relationship between machine translation (MT) and foreign language (FL) teaching and learning. For this purpose four different roles of MT in the language class have been identified: MT as a bad model, MT as a good model, MT as a vocational training tool (especially in the form of translation memories, pre-editing and post-editing), and MT as a "CALL tool". Subsequently, some of the implications of the use of MT and of free online MT for FL learning are outlined and discussed along with practical examples for language teaching purposes. Finally, qualitative data, drawn from our empirical investigation are presented as synthesized findings pertaining to the perceptions of language learners and tutors in relation to the use of MT and, in particular, free online MT as a language tool.