통번역대학원 CAT 과목 강의계획서 분석 - 교강사 면담을 중심으로
Syllabus Analysis of Graduate-level Translation Classes Incorporating Language Technologies
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
This study interviewed instructors teaching the classes integrating Computer-Assisted Translation (CAT) and other language technologies at graduate-level translation programs in Korea and compared the curriculum content with those at foreign universities reported in previous studies, and found the following: First, graduate courses in Korea and abroad similarly begin with an introduction of relevant theories and concepts to raise the students' awareness of language technologies and enhance their motivation. Second, major topics covered in those courses in Korea and abroad include terminology management, translation memory utilization, collaborative translation using CAT tools, and post-editing. However, while overseas courses offered training in both CAT tools and post-editing, only two participants in this study, albeit all of whom taught CAT tools, included post-editing in their classes. Third, unlike the findings from previous overseas studies, none of the participants in this study included in their classes controlled language, evaluation of machine-translated texts, or translation engine training. Graduate-level translation programs are encouraged to consider incorporating such topics, given the recent advancements in neural and generative machine translation engines. This will not only help improve efficiency of professional translators-to-be, but also expand and diversify their future scope of work as professionals.
Abstract
This study interviewed instructors teaching the classes integrating Computer-Assisted Translation (CAT) and other language technologies at graduate-level translation programs in Korea and compared the curriculum content with those at foreign universities reported in previous studies, and found the following: First, graduate courses in Korea and abroad similarly begin with an introduction of relevant theories and concepts to raise the students' awareness of language technologies and enhance their motivation. Second, major topics covered in those courses in Korea and abroad include terminology management, translation memory utilization, collaborative translation using CAT tools, and post-editing. However, while overseas courses offered training in both CAT tools and post-editing, only two participants in this study, albeit all of whom taught CAT tools, included post-editing in their classes. Third, unlike the findings from previous overseas studies, none of the participants in this study included in their classes controlled language, evaluation of machine-translated texts, or translation engine training. Graduate-level translation programs are encouraged to consider incorporating such topics, given the recent advancements in neural and generative machine translation engines. This will not only help improve efficiency of professional translators-to-be, but also expand and diversify their future scope of work as professionals.
참고문헌 (44)
- 김정연, "시장수요를 반영한 전문번역 교육방법 연구", 번역학연구, 19(2), pp.71~88 (2018), 한국번역학회[DOI]
- 박혜경, "석사 과정의 기계번역 수업에 대한 소고: 한일번역 전공생의 포스트에디팅 사례를 통하여", 번역학연구, 19(3), pp.163~193 (2018), 한국번역학회[DOI]
- 이상빈, "국내학부 번역전공자의 구글 기계번역 포스트에디팅 과정(process) 및 행위 연구", 번역학연구, 19(3), pp.259~286 (2018), 한국번역학회[DOI]
- 진실희, "4차 혁명시대의 소프트웨어 융합 통번역교육 사례연구", 번역학연구, 20(4), pp.189~218 (2019), 한국번역학회[DOI]
- Beaton, A., "Sharing the Continental Airlines and SDL Post-Editing Experience", AMTA 2010: the Ninth Conference of the Association for Machine Translation in the Americas (2010)
- Bundgaard, K., "Is the concordance feature the new black? A workplace study of translators'interaction with translation resources while post-editing TM and MT matches", Journal of Specialised Translation, 31(31), pp.14~37 (2019)
- Bowker, L., "Computers and Translation: A Translator's Guide", pp.49~65 (2003), John Benjamins Publishing
- Bowker, L., "Across Boundaries:International Perspectives on Translation Studies", pp.209~224 (2007), CSP
- Çetiner, C., "Analyzing the attitudes of translation students towards cat(computer-aided translation)tools", Journal of Language and Linguistic Studies, 14(1), pp.153~161 (2018)
- DePalma, D. A., "Translation services and software in the cloud: How LSPs will move to cloud-based solutions", Common Sense Advisory, ~ (2013)
- Depraetere, I., "What counts as useful advice in a university post-editing training context? Report on a case study", Proceedings of 14th Annual Conference of the European Association for Machine Translation (2010)
- Dillon, S., "Translators and TM : An investigation of translators’ perceptions of translation memory adoption", Machine Translation, 20, pp.67~79 (2006)
- Doherty, S., "The design and evaluation of a statistical machine translation syllabus for translation students", The Interpreter and Translator Trainer, 8(2), pp.295~315 (2014)
- Doherty, S., "The impact of translation technologies on the process and product of translation", International Journal of Communication, 10, pp.947~969 (2016)
- Dunne, K. J., "Terminology : ignore it at your peril", Multilingual Computing and Technology, 87(18), pp.32~38 (2007)
- Dunne, K. J., "Testing and Assessment in Translation and Interpreting Studies: A Call for Dialogue between Research and Practice", pp.185~222 (2009), John Benjamins Publishing
- "European Commission Machine Translation for Public Administrations in the EU Member States" (2014)[URL]
- Esselink, B., "A Practical Guide to Localization" (2000), John Benjamins
- Erwen, Z., "Application of computer-aided translation technology in translation teaching", International Journal of Emerging Technologies in Learning(iJET), 8(5), pp.15~20 (2013)
- Fiederer, R., "Quality and machine translation : A realistic objective", The Journal of Specialised translation, 11(11), pp.52~74 (2009)
- Flanagan, M., "Testing Post-Editing Guidelines : How Translation Trainees Interpret Them and How to Tailor Them for Translator Training Purposes", The Interpreter and Translator Trainer, 8(2), pp.257~275 (2014)
- Garcia, I., "Beyond translation memory : Computers and the professional translator", The Journal of Specialised Translation, 12(12), pp.199~214 (2009)
- Garcia, I., "Translating by post-editing : is it the way forward?", Machine translation, 25, pp.217~237 (2011)
- Gaspari, F., "A survey of machine translation competences : Insights for translation technology educators and practitioners", Perspectives, 23(3), pp.333~358 (2015)
- Groves, D., "Identification and analysis of post-editing patterns for MT", MT Summit XII: Proceedings of the Twelfth Machine Translation Summit, pp.429~436 (2010)
- Guerberof A. A., "What do professional translators think about post-editing?", The Journal of Specialised Translation, 19, pp.75~95 (2013)
- Kenny, D., "Statistical machine translation in the translation curriculum : overcoming obstacles and empowering translators", The Interpreter and Translator Trainer, 8(2), pp.276~294 (2014)
- Koehn, P., "Statistical Machine Translation" (2010), Cambridge University Press
- Lagoudaki, E., "The value of machine translation for the professional translator", Proceedings of 8th AMTA conference, pp.262~269 (2008)
- Wong, C.W.S., "Routledge Encyclopedia of Translation Technology", pp.237~251 (2020), Routledge
- Mellinger, C. D., "Translators and machine translation : knowledge and skills gaps in translator pedagogy", The Interpreter and Translator Trainer, 11(4), pp.280~293 (2017)
- "Teaching Localization: 6 Practices that Make a Difference (Part I)" (2014)[URL]
- "Teaching Localization: 6 Practices that Make a Difference (Part II)" (2014)[URL]
- O'Brien, S., "Teaching post-editing: A proposal for course content", Proceedings of the Sixth EAMT Workshop, pp.99~106 (2002)
- O'Brien, S., "Teaching Post-Editing: A Proposal for Course Content", Proceedings of the Sixth EAMT Workshop, pp.99~106 (2002)
- O'Brien, S., "Controlling controlled English", Proceedings of EAMT-CLAW-03, pp.105~114 (2003)
- Papineni, K., "Bleu: a method for automatic evaluation of machine translation", Proceedings of the 40th annual meeting of the Association for Computational Linguistics, pp.311~318 (2002)
- Pym, A., "Democratizing Translation Technologies: The Role of Humanistic Research", the Luspio Translation Automation Conference (2011)
- Rodríguez-Castro, M., "Rethinking the legal translation classroom : a course for legal translation professionals", The Interpreter and Translator Trainer, 9(2), pp.205~228 (2015)
- Rodríguez-Castro, M., "An integrated curricular design for computer-assisted translation tools : developing technical expertise", The Interpreter and Translator Trainer, 12(4), pp.355~374 (2018)
- Yao, Shuping, "Application of computer-aided translation in English teaching", International Journal of Emerging Technologies in Learning(iJET), 12(8), pp.105~117 (2017)
- Warburton, K., "Processing terminology for the translation pipeline", Terminology, 19(1), pp.93~111 (2013)
- Wright, S. E., "Segueing from a data category registry to a data concept registry", Proceedings of the 11th International Conference on Terminology and Knowledge Engineering (TKE 2014), pp.168~177 (2014), Springer-Verlag
- White, J. S., "Computers and Translation. A Translator's Guide", pp.211~244 (2003), John Benjamins