Search

This article delves into the evolution of web search query behavior among translation trainees over a semester, using a repeated measures design. While prior research in Translation Studies has predominantly focused on information-seeking patterns and types of resources used, a crucial gap remains in understanding the web search query behavior of diverse translation practitioners. Specifically, this investigation analyzes intra-subject and inter-task level changes in web search query behavior within a group of 19 first-year master's students enrolled in an English-to-Chinese translation course, building upon key literature in the field. The statistical analysis conducted reveals changes in the examined variables—query time, complexity, and language—highlighting the importance of targeted research and training to enhance web search skills and search engine proficiency. These findings carry relevant implications for translation practitioners, particularly as new AI technologies continue to expand and enhance their search toolbox and skillset.

ABSTRACTThis issue sets out to gauge the extent to which different embedding systems influence the implementation of Situated Learning models. Situated Learning is generally understood as a context-dependent approach to translator and interpreter training under which learners are exposed to real-life and/or highly simulated work environments and tasks, both inside and outside the classroom. Ultimately, Situated Learning seeks to enhance learners’ capacity to think and act like professionals. All our contributors address considerations pertaining to the impact of different learning environments, levels of study, fields of specialisation, the role of information, communication and translation/interpreting technologies, as well as optimal pedagogical procedures. Of these considerations, the latter stand out as one of the most prominent aspects of Situated Learning theories described in this issue, thus rendering it particularly useful for both novice and seasoned teachers of translation and interpreting (T&I) with an interest in informed practical advice on how to implement the principles of Situated Learning in teaching and learning environments that seek to promote translators’ and/or interpreters’ professional competence.