Introducció a la traducció automàtica a l'aula de traducció. Una enquesta sobre la conducta i la percepció dels estudiants
Resum
El sector de la traducció està experimentant grans canvis que, sens dubte, s'accentuaran en el futur gràcies al desenvolupament de l'automatització i la intel·ligència artificial i, més concretament, a la traducció automàtica. La tecnologia també juga un paper crucial en el procés de traducció i té un impacte significatiu en la competència traductora. Per això, és importantíssim que els programes de traducció incorporin noves tecnologies per tal de garantir que els estudiants prenguin consciència de la seva utilitat a l'hora de satisfer les necessitats laborals del sector. Aquest treball prova de determinar com i per què els estudiants de traducció fan servir la TA, i quina és la conducta i la percepció respecte al seu ús. Els resultats d'una anàlisi qualitativa indiquen que els estudiants de grau tenen una actitud generalment positiva cap a la TA i els nombrosos avantatges que ofereix, però que es mostren preocupats quan aborden els problemes professionals associats.
Paraules clau
traducció automàtica, didàctica de la traducció, conducta i percepció dels estudiants, recerca qualitativa, anàlisi temàticaReferències
Alcina, Amparo; Soler, Victoria; Granell, Joaquín (2007). Translation technology skills acquisition. Perspectives: Studies in Translation Theory and Practice, v. 5, n. 4, pp. 230–244. <https://doi.org/10.1080/13670050802280179>. [Accessed: 20211223].
Alotaibi, Hind M. (2014). Teaching CAT Tools to Translation Students: An Examination of Their Expectations and Attitudes. Arab World English Journal, v. 3, n. 1, pp. 65–74. <https://www.awej.org/images/AllIssues/Specialissues/Translation3/6.pdf>. [Accessed: 20211223].
Álvarez Vidal, Sergi; Oliver, Antoni; Badia, Toni (2020). Post-editing for Professional Translators: Cheer or Fear? Revista Tradumàtica: tecnologies de la traducció, n. 18, pp. 49-69. <https://doi.org/10.5565/rev/tradumatica.275>. [Accessed: 20211223].
Austermühl, Frank (2013). Future (and not so future) trends in the teaching of translation technology. Revista Tradumàtica: tecnologies de la traducció, n. 10, pp. 326-337. <https://doi.org/10.5565/rev/tradumatica.46>. [Accessed: 20211223].
Bawa-Mason, Sarah (2018). The Translation Sector of the Future: Indications from the FIT 2017 Conference. Disruption and Diversification. Revista Tradumàtica: tecnologies de la traducció, n. 16, pp. 71-84. <https://doi.org/10.5565/rev/tradumatica.213>. [Accessed: 20211223].
Birks, Melanie; Mills, Jane (2015). Grounded Theory: A Practical Guide. Singapore: Sage Publications.
Bowker, Lynne; Marshman, Elizabeth (2010). Toward a Model of Active and Situated Learning in the Teaching of Computer-Aided Translation: Introducing the Collection of Electronic Resources in Translation Technologies Project (CERTT). Journal of Translation Studies, v. 13, n. 1&2, pp. 199-226.
Bundgaard, Kristine (2017). Translator Attitudes towards Translator-Computer Interaction. Findings from a Workplace Study. Hermes: Journal of Language and Communication in Business, n. 56, pp. 125-144. <https://doi.org/10.7146/hjlcb.v0i56.97228>. [Accessed: 20211223].
Cadwell, Patrick; O’Brien, Sharon; Teixeira, Carlos S. C. (2017). Resistance and accommodation: factors for the (non)-adoption of machine translation among professional translators. Perspectives: Studies in Translation Theory and Practice, v. 26, n. 3, pp. 301-321. <https://doi.org/10.1080/0907676X.2017.1337210>. [Accessed: 20211223].
Calvo, Elisa (2017). Servicios de valor añadido en contextos situacionales en Traducción: de los proyectos al portafolio. RIDU: Revista Digital de Investigación en Docencia Universitaria, v. 11, n. 2, pp. 136-154. <https://doi.org/10.19083/ridu.11.576>. [Accessed: 20211223].
Çetiner, Caner; İşisağ, Korkut Uluç (2019). Undergraduate Level Translation Students' Attitudes towards Machine Translation Post-Editing Training. International Journal of Languages’ Education and Teaching, v. 7, n. 1, pp. 110-120. <https://doi.org/10.18298/ijlet.3242>. [Accessed: 20211223].
Cid-Leal, Pilar; Espín-García, María-Carmen; Presas, Marisa (2019). Traducción automática y posedición: perfiles y competencias en los programas de formación de traductores. MonTI: Monografias de Traducción e Interpretación, n. 11 (eds. M. Tolosa Igualada; A. Echeverri. Porque algo tiene que cambiar…), pp. 187-214. <https://doi.org/10.6-035/MonTI.2019.11.7>. [Accessed: 20211223].
Den Outer, Birgit; Handley, Karen; Price, Margaret (2013). Situational analysis and mapping for use in education research: a reflexive methodology? Studies in Higher Education, v. 38, n. 10, pp. 1504-1521. <https://doi.org/10.1080/03075079.2011.641527>. [Accessed: 20211223].
DePalma, D. A.; Pielmeier, H.; Stewart, R.G; Henderson, S. (2016). The Language Services Market: 2016. Common Sense Advisory.
Díaz Fouces, Oscar (2011). ¿Merece la pena introducir el software libre en la formación de traductores profesionales? Language and Translation Teaching in Face-to-Face and Distance Learning, n. 8, pp. 1-22.
Díaz Fouces, Oscar (2019). Algunas consideraciones sobre el papel de las tecnologías en los Estudios de Traducción y la formación de traductores. Hikma, v. 18, n. 1, pp. 57-84. http://hdl.handle.net/10396/19473>. [Accessed: 20211223].
Do Carmo, Félix (2020). Time is money and the value of translation. Translation Spaces, v. 9, n.1, pp. 35–57. <https://doi.org/10.1075/ts.00020.car>. [Accessed: 20211223].
Doherty, Stephen; Kenny, Dorothy (2014). The design and evaluation of a Statistical Machine Translation syllabus for translation students. The Interpreter and Translator Trainer, v. 8, n. 2, pp. 295–315. <https://doi.org/10.1080/1750399X.2014.937571>. [Accessed: 20211223].
Doherty, Stephen; Moorkens, Joss (2013). Investigating the Experience of Translation Technology Labs: Pedagogical Implications. The Journal of Specialised Translation, n. 19, pp. 122–136. <https://www.jostrans.org/issue19/art_doherty.pdf>. [Accessed: 20211223].
European Masters in Translation. (2017). European Masters in Translation competence framework 2017. <https://ec.europa.eu/info/sites/info/files/emt_competence_fwk_20-17_en_web.pdf>. [Accessed: 20200730].
Gambier, Yves (2014). Changing landscape in translation. International Journal of Society, Culture and Language, v. 2, n. 2, pp. 2-12. <http://www.ijscl.net/article_4638_8301154b3bfe303a6e1c541f62c4e18a.pdf>. [Accessed: 20211223].
Gaspari, Federico; Almaghout, Hala; Doherty, Stephen. (2015). A survey of machine translation competences: Insights for translation technology educators and practitioners. Perspectives: Studies in Translatology, v. 23, n. 3, pp. 333-358. <https://doi.org/10.1080/0907676X.2014.979842>. [Accessed: 20211223].
González Davies, Maria. (2004). Multiple Voices in the Translation Classroom: activities, tasks and projects. Amsterdam; Philadelphia: John Benjamins. (Benjamins translation library; 54).
González Davies, Maria; Enríquez Raído, Vanessa. (2016). Situated learning in translator and interpreter training: bridging research and good practice. The Interpreter and Translator Trainer, v, 10, n. 1, pp. 1-11. <https://doi.org/10.1080/1750399X.2016.1154339>. [Accessed: 20211223].
González Pastor, Diana; Rico, Celia (2021). POSEDITrad: la traducción automática y la posedición para la formación de traductores e intérpretes. RIDU: Revista Digital De Investigación en Docencia Universitaria, v. 15, n. 1, e1213. <https://doi.org/10.19083/10.19083/ridu.2021.1213>. [Accessed: 20211223].
Guerberof Arenas, A. (2013). What do professional translators think about post-editing? JosTrans, The Journal of Specialised Translation, n. 19, pp. 75–95. <https://www.jostrans.org/issue19/art_guerberof.pdf>. [Accessed: 20211223].
Hadley, Gregory (2017). Grounded Theory in Applied Linguistics Research: A Practical Guide. Milton Park, Abingdon, Oxon; New York, NY: Routledge. (routledge studies in applied linguistics; 1).
Kelly, Dorothy Anne. (2005). A Handbook for translator trainers: A guide to reflective practice. Manchester, Mass: St. Jerome. (Translation practices explained; 10).
Kenny, D.; Doherty, S. (2014). Statistical Machine Translation in the Translation Curriculum: Overcoming Obstacles and Empowering Translators. The Interpreter and Translator Trainer, v. 8, n. 2, pp. 276–294. <https://doi.org/10.1080/1750399X.2014.936112>. [Accessed: 20211223].
Killman, J. (2018). A context-based approach to introducing translation memory in translator train-ing. In: Godev, C. B. (ed.). Translation, globalization and translocation. Cham, Switzer-land: Palgrave Macmillan, pp. 137–159.
Kiraly, Donald C. (2000). A Social Constructivist Approach to Translator Education. Empowerment from Theory to Practice. Manchester: St. Jerome.
Koponen, Maarit (2016). Is machine translation post-editing worth the effort? A survey of research into post-editing and effort. JoSTrans: The Journal of Specialised Translation, n. 25, pp. 131-148. <https://www.jostrans.org/issue25/art_koponen.pdf>. [Accessed: 20211223].
Läubli, S.; Orrego-Carmona, D. (2017). When Google translate is better than some human Colleagues, those people are no longer colleagues. In: Proceedings of the 39th Conference Translating and the Computer, London, UK, November 16-17. AsLing, pp. 59–69.
LeBlanc, M. (2017). I can’t get no satisfaction: Should we blame translation technologies or shift business practices? In: Kenny, Dorothy (ed). Human Issues in Translation Technologies. London; New York: Routledge, pp. 45-62.
Leiva Rojo, J. (2018). Aspects of human translation: the current situation and an emerging trend. Hermeneus: revista de traducción e intepretación, n. 20, pp. 257-294. <https://doi.org/10.24197/her.20.2018.257-294>. [Accessed: 20211223].
Li, Defeng; Zhang, Chunling; Yuanjian, He. (2015). Project-based learning in translation: student’s perceptions. The Interpreter and Translator Trainer, v. 9, n. 1, pp. 1-19. <https://doi.org/10.108-0/1750399X.2015.1010357>. [Accessed: 20211223].
Lichtman, Marilyn (ed.) (2013). Understanding and evaluating qualitative educational research. Los Angeles, CA: Sage Publications.
Man, Deliang; Mo, Aiping; Chau, Meng Huat; O’Toole, John Mitchell; Lee, Clarity (2019). Translation Technology Adoption: Evidence from a Post-graduate programme for student translators in China. Perspectives: Studiesin Translation Theory and Practice, v. 28, n. 2, pp. 256-270. <https://doi.org/10.1080/0907676X.2019.1677730>. [Accessed: 20211223].
Melby, A. K.; Hague, D.R. (2020). A singular(ity) preoccupation: Helping translation students become language-services advisors in the age of machine translation. In: Sawyer, D. B.; Austermühl, F.; Enríquez Raído, V. (eds). The evolving curriculum in interpreter and translator education: stakeholder perspectives and voices. Amsterda; Philadelphia: John Benjamins, pp. 204-227.
Mellinger, Christopher D. (2017). Translators and machine translation: knowledge and skills gaps in translator pedagogy. The Interpreter and Translator Trainer, v. 11, n. 4, pp. 280-293. <https://doi.org/10.1080/1750399X.2017.1359760>. [Accessed: 20211223].
Mellinger, Christopher D. (2018). Problem-based learning in computer-assisted translation pedagogy. Hermes: Journal of Language and communication in Business, n. 57, pp. 195–208. <https://doi.org/10.7146/hjlcb.v0i57.106205>. [Accessed: 20211223].
Moorkens, Joss; O’Brien, Sharon (2015). Post-editing evaluations: Trade-offs between novice and professional participants. El-Kahlout, I. D.; et al. (eds). Proceedings of the 18th Annual Conference of the European Association for machine translation (EAMT) 2015. Antalya: European Association for Machine Translation, pp. 75–81.
Moorkens, Joss (2018). What to expect from Neural Machine Translation: a practical in-class translation evaluation exercise. The Interpreter and Translator Trainer, v. 12, n. 4, pp. 375-387. <https://doi.org/10.1080/1750399X.2018.1501639>. [Accessed: 20211223].
Olohan, M. (2019). Sociological approaches to translation technology. In: O’Hagan, Minako (ed.). The Routledge Handbook of Translation and Technology. Abingdon, Oxon; New York, NY: Routledge. (routledge handbooks in translation and interpreting), pp. 384-397.
Orlando, Marc (2019). Training and educating interpreter and translator trainers as practitioners-researchers-teachers. The Interpreter and Translator Trainer, v. 13, n. 3, pp. 216-232. <https://doi.org/10.1080/1750399X.2019.1656407>. [Accessed: 20211223].
PACTE (2018). Competence levels in translation: Working towards a European framework. The Interpreter and Translator Trainer, v. 12, n. 2, pp. 111–131. <https://doi.org/10.1080/1750399X.2018.1466093>. [Accessed: 20211223].
Pielmeier, Hélène; O’Mara, Paul Daniel. (2020). The State of the Linguist Supply Chain: Translators and Intepreters in 2020. CSA Research. <https://insights.csa-research.com/reportaction/305013106/Toc>. [Accessed: 20200720].
Plaza Lara, C. (2019). Análisis DAFO sobre la inclusión de la traducción automática y la posedición en los másteres de la red EMT. JoSTrans: The Journal of Specialised Translation, n. 31, pp. 260–280. <https://www.jostrans.org/issue31/art_plaza.pdf>. [Accessed: 20211223].
Pym, Anthony (2011). What technology does to translating. The International Journal for Translation and Interpreting, v. 3, n. 1, pp. 2-9. <http://www.trans-int.org/index.php/transint/article/viewFile/121/81>. [Accessed: 20211223].
Pym, Anthony. (2013). Translation Skill-Sets in a Machine-Translation Age. Méta: Journal des Traducteurs = Translators Journal, v. 58, n. 3, pp. 487-503. <https://doi.org/10.7202/1025047ar>. [Accessed: 20211223].
Rico, Celia; Torrejón, Enrique (2012). Skills and Profile of the New Role of the Translator as MT Post-editor. Tradumàtica: Tecnologies de la Traducció, n. 10, pp. 166-178. <https://revistes.uab.cat/tradumatica/article/view/n10-torrejon-rico/pdf>. [Accessed: 20211223].
Rico, Celia (2017a). The ePortfolio: constructing learning in translation technology. The Interpreter and Translator Trainer, v. 11, n. 1, pp. 79-95. <https://doi.org/10.1080/1750399X.2017.1306995>. [Accessed: 20211223].
Rico, Celia (2017b). La formación de traductores en traducción automática. Tradumàtica: Tecnologies de la Traducció, n. 15, pp. 75-96. <https://doi.org/10.5565/rev/tradumatica.200>. [Accessed: 20211223].
Rodríguez-Inés, Patricia (2013). Electronic target-language specialised corpora in translator educa-tion: Building and searching strategies. Babel, v. 59, n. 1, pp. 57–75.
Rossi, Caroline (2017). Introducing statistical machine translation in translator training: from uses and perceptions to course design, and back again. Tradumàtica: Tecnologies de la Traducció, n. 15, pp. 48-62. <https://doi.org/10.5565/rev/tradumatica.195>. [Accessed: 20211223].
Rossi, Caroline; Chevrot, Jean Pierre (2019). Uses and perceptions of machine translation at the European Commission. The Journal of Specialised Translation, n. 31, pp. 177-300. <https://jostrans.org/issue31/art_rossi.pdf>. [Accessed: 20211223].
Rothwell, Andrew; Svoboda, Tomás (2019). Tracking translator training in tools and technologies: findings of the EMT survey 2017. JoSTrans: The Journal of Specialised Translation, n. 32, pp. 26-60 <https://jostrans.org/issue32/art_rothwell.php>. [Accessed: 20211223].
Rozmyslowicz, T. (2014). Machine Translation: A Problem for Translation Theory. New Voices in Translation Studies, v. 11, n. 1, pp. 145–163.
Şahin, M. (2015). Machine Translation and Computer-Aided Translation for English Turkish from the Viewpoint of Prospective Translators: The Google Experiment. Hacettepe University Journal of Translation Studies, n. 21, pp. 43-60.
Sakamoto, Akiko (2019). Why do many translators resist post-editing? A sociological analysis using Bourdieu’s concepts. The Journal of Specialised Translation, n. 31, pp. 201–216. <https://jostrans.org/issue31/art_sakamoto.pdf>. [Accessed: 20211223].
Saldaña, Johnny (2015). The Coding Manual for Qualitative Researchers. 3rd ed. Los Angeles; London: Sage.
Sánchez-Gijón, Pilar (2016). La posedición: hacia una definición competencial del perfil y una descripción multidimensional del fenómeno. Sendebar: revista de Traducción e Interpretación, n. 27, pp. 151-162. <https://revistaseug.ugr.es/index.php/se-ndebar/article/view/4016>. [Accessed: 20211223].
Sánchez Torrón, Marina (2017). Productivity in post-editing and in neural interactive translation pre-diction: A study of English-to-Spanish professional translators. PhD thesis. University of Auckland, Auckland.
Samson, Richard (2013). El aprendizaje de las herramientas informáticas en la formación del traductor. Tradumàtica: Tecnologies de la Traducció, n. 11, pp. 247-256. <https://doi.org/10.5565/rev/tradumatica.54>. [Accessed: 20211223].
Shuttleworth, M. (2017). Cutting teeth on translation technology: How students at University College London are being trained to become tomorrow’s translators. Tradução em Revista, n. 22, pp. 18-38. <https://doi.org/10.17771/PUCRio.TradRev.30595>. [Accessed: 20211223].
Stasimioti, Maria; Sosoni, Vilelmini (2019). Undergraduate Translation Students’ Performance and Attitude vis-àvis Machine Translation and Post-editing: Does Training Play a Role? In: Proceedings of the Translating and the Computer Conference 41, London 21-22 November 2019, pp. 125-136. <https://www.asling.org/tc41/wp-content/uploads/TC41-Proceedings_125-136.pdf>. [Accessed: 20200720].
Sukkhwan, Arissara (2014). Students’ Attitudes and Behaviours towards the Use of Google Translate. Master Thesis. Prince of Songkla University, Thailand. <https://kb.psu.ac.th/psukb/bitstream/2010/9459/1/387714.pdf>. [Accessed: 20211223].
Torres Hostench, Olga; Cid-Leal, Pilar; Presas, Marisa (coords.). (2016). El uso de traducción automática y posedición en las empresas de servicios lingüísticos españolas: informe de investigación ProjecTA 2015. Bellaterra. <https://ddd.uab.cat/record/148361>. [Accessed: 20211223].
Vieira, Lucas Nunes (2020). Automation anxiety and translators. Translation Studies, v. 13, n. 6, pp. 1-21. <https://doi.org/10.1080/14781700.2018.1543613>. [Accessed: 20211223].
Vieira, Lucas Nunes; Alonso, Elisa (2020). Translating perceptions and managing expectations: an analysis of management and production perspectives on machine translation. Perspectives: Studies in Translation Theory and Practice, v. 28, n. 2, pp. 163-184. <https://doi.org/10.1080/0907676X.2019.1646776>. [Accessed: 20211223].
Wang, H. (2013). A constructive technology curriculum for MTI education from the perspective of language service industry technologies. Chinese Translators Journal, v. 34, n. 6, pp. 23–28.
Way, Andy (2018). Quality expectations of machine translation. In: Moorkens, J.; Castilho, S.; Gaspar, F.; Doherty, S. (eds.). Translation Quality Assessment: From Principles to Practice. Machine translation: technologies and applications. Cham: Springer International Publishing, pp. 159-178.
Witczak, Olga (2016). Incorporating post-editing into a computer-assisted translation course: A study of student attitudes. Journal of Translator Education and Translation Studies, v. 1, n. 1, pp. 33–55.
Wu, Di; Zhang, Lawrence Jun; Wei, Lan (2019). Developing translator competence: understanding trainers’ beliefs and training practices. The Interpreter and Translator Training, v. 13, n. 3, pp. 233-254. <https://doi.org/10.1080/1750399X.2019.1656406>. [Accessed: 20211223].
Zhechev, V. (2014). Analysing the post-editing of machine translation at Autodesk. In: O’Brien, Sharon; et al. (eds.). Post-editing of machine translation: Processes and Applications. Newcastle upon Tyne: Cambridge Scholars Publishing, pp. 2-24.
Publicades
Descàrregues
Drets d'autor (c) 2021 Diana González Pastor
Aquesta obra està sota una llicència internacional Creative Commons Reconeixement 4.0.
