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Task motivation is critical to learners' task performance. However, scant studies have examined learners' task motivation in the translation continuation task based on the xu-argument, an emerging view on language acquisition. This exploratory study examined how Chinese English as Foreign Language (EFL) learners' task motivation changed in ten translation continuation tasks and what factors contributed to the changes. Five second-year students in a Chinese university participated in the study and they were requested to perform one translation continuation task each week over ten consecutive weeks. Task motivation questionnaires were distributed after each task. Interviews were conducted in the fourth week and the last week. Results showed that participants' general task motivation across the ten tasks exhibited a "high–low–high" changing pattern. Factors accounting for task motivation fluctuations were categorized as learner-level, task-level, and post-task-level, wherein topic selection and content features played the most prominent roles. Two representative learners were identified due to their higher- or lower-than-average task motivation levels in most tasks. The findings offer pedagogical insights into improving task motivation and developing learner-specific strategies for translation continuation tasks. [ABSTRACT FROM AUTHOR]

In light of the importance of legal translation in the context of Saudi Arabia, this paper attempts to propose a genre task-based syllabus for teaching legal translation in translator training programs in higher education institutions. The proposed syllabus integrates task-based teaching and genre-based teaching due to the relevance of both approaches to translation teaching. Borrowed from the field of language teaching, taskbased teaching naturally lends itself to teaching translation since language tasks and translation tasks have several aspects in common; they both perform communicative functions, have clear outcomes, and require linguistic and non-linguistic knowledge and skills. Furthermore, the role of genre in translation and translator training is also significant due to the linguistic and communicative features unique to different types of texts that require training and experience. For this reason, developing genre awareness among trainee translators is necessary to equip them with the knowledge that enables them to navigate the translation decision-making process. The objective of the proposed syllabus was to implement a genre-based translator training model using a task cycle that is suitable for translation teaching. Upon implementation, it is anticipated that the proposed syllabus will achieve the intended learning outcomes by developing the trainees' translation competence and raising their awareness of the features of the legal genre. [ABSTRACT FROM AUTHOR]

This article aims at testing the reporting of translation problems and solutions (Integrated Problem and Decision Reporting abbreviated IPDR) proposed by Gile (2004, 2005) by comparing the translation comments written by students with the errors they made in their translations. Our hypothesis is that the more frequent, varied and precise the comments, the fewer the errors in the translations. To verify this hypothesis, we compiled a corpus of 60 commented translations written by students during the specialised translation course of the Master in Multidisciplinary Translation at the University of Mons. The results show that there is indeed a correlation between the quantity and quality of comments and the number and type of errors: students who provide (i) numerous, (ii) varied and (iii) precise comments tend to make fewer errors overall than those who write few comments or comments that are less varied and less precise. The results could be used as a starting point to elaborate pedagogical strategies that could target translation students' individual needs. [ABSTRACT FROM AUTHOR]

While emerging research has contributed significantly to our understanding of the efficacy of parallel corpora in translation education, specifically concerning student performance and perception, however, there remains a noticeable gap in the literature regarding the examination of student engagement with parallel corpora during the translation process. To address this research gap, the present study seeks to comprehensively analyse the behavioural, cognitive, and affective engagement of three MA students when utilizing parallel corpora in Chinese–English translation tasks. A multiple case study design was implemented, drawing upon a diverse range of data sources, including screencasts capturing students' translation processes, the resultant translation outputs, corpus search logs, and in‐depth interviews. The findings of this investigation reveal distinct engagement patterns exhibited by individual students and underscore the intricate interplay of these three dimensions of engagement. Furthermore, student engagement with the parallel corpus significantly influences their translation performance. This research also unveils various factors that impact student engagement patterns, including the perceived affordances of the parallel corpus, students' self‐perception, and learning motivation. [ABSTRACT FROM AUTHOR]

Copyright of New Perspectives in Translation Studies is the property of New Perspectives in Translation Studies Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nowadays, translation technology based on artificial intelligence (AI) has gradually matured. Traditional translation teaching methods have many limitations, such as time and space limitations, increased labor costs, etc. In this context, this article explored the application of translation technology based on AI in translation teaching. In this paper, neural machine translation (NMT) algorithm was used to encode and decode the original text to generate the corresponding translation. The statistical machine translation (SMT) algorithm was used to build the translation model, which was based on the statistical model. The algorithm searched for the best translation hypothesis through inference, which can improve the accuracy and readability of translation. Compared with traditional machine translation (MT), the accuracy rate of AI based translation in this paper reached 97 %, which was far higher than traditional MT and more suitable for teaching. The improvement in student translation was also relatively obvious, which can be clearly seen through students’ translation test scores. At the same time, the teacher's satisfaction with the AI translation teaching system in this article was also high, with an average score of 92 points. Through the application research of translation technology based on AI in translation teaching, AI translation teaching has a positive promoting effect on improving students’ translation level and efficiency.

Translation 1 is a compulsory course in the undergraduate English Language program at Vinh University. However, the quality of teaching this course is not yet up to expectations. This requires instructors to understand student feedback on this course and survey the translation errors they commonly make in order to propose optimal pedagogical solutions. This paper uses a qualitative research method through a series of survey questions to investigate student evaluations of the Translation 1 course and the Vietnamese - English translation errors. Based on the research results, we propose specific solutions to enhance the effectiveness of teaching the translation course.

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Even if translation competence is not restricted to the knowledge of the two languages in contact, it is obvious that the quality of a translated text depends to a great extent on the appropriate use of the target language lexical items and combinations of items as imposed by the communicative context, on the one hand, and on the correct application of the rules specific to the grammatical system of that language, on the other. Considering both theoretical and research evidence, the authors of this paper discuss the problems that advanced students in English encounter when trying to achieve lexical and grammatical equivalence in the case of various types of texts translated from English into Romanian.

Copyright of Recherches en Langue et Littérature Françaises is the property of University of Tabriz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italica Belgradensia is the property of University of Belgrade, Faculty of Philology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study seeks to explore the major errors that frequently emerge when novice translators translate technical texts, namely legal documents released by the Department of Lands and Survey in Jordan. The goal behind this investigation is to improve legal translation training, develop students' drafts based on the types of their mistakes, and deliver a message to curricula designers in the field of legal translation. To this end, 20 Jordanian novice translators (MA students) are chosen from two private universities to translate three legal documents from Arabic into English. The main findings revealed that different problems emerged, namely the participants' inability to translate near-synonym technical terms, grammatical problems, and stylistic problems at both lexical level and sentence level. These findings are hoped to be insightful for both learners and teachers. A number of pedagogical recommendations are proposed by the researchers to develop learners' competence and reach a professional level and open the venue for trainers to achieve advances in the quality of the target text and in the translation teaching–learning process. [ABSTRACT FROM AUTHOR]

This paper reports a questionnaire-based survey that was designed to investigate how a group of Chinese translation learners used and perceived Neural Machine Translation (NMT), with a view to providing pedagogical implications for translation instruction which is being confronted with the AI-powered translation technology. 326 second- and third-year college students, who were translation learners as well as English majors from the same university in China participated in the survey. They reported high frequency of NMT use in their translation learning as well as English major learning. Instead of directly borrowing the NMT output, most of them post-edited it and/or used it as inspiration to accomplish their translation tasks. Although they evaluated NMT in a positive way and held an optimistic view toward the future of translation career, they expressed varying degrees of worry and anxiety toward their future employment and toward the use of NMT in the process of the translation learning. They clearly articulated the needs for NMT instruction in translation courses. Based on these findings, this paper proposes several ways to help reduce the learners' worry and anxiety in translation instruction. [ABSTRACT FROM AUTHOR]

There has long been a consensus that translation competence is a multi-componential construct, encompassing linguistic, strategic, and extra-linguistic competence. In this digitalized age, when translators are required to work with complex discourses (e.g., multimodal discourses), the cultivation of translation competence also calls for new insights apart from the traditional face-to-face teaching method. To that end, this study applies the blended learning mode to a translation course so as to enhance students' translation competence. The application of this blended learning mode is detailed in this article. A quasi-experiment is also carried out to assess the influence of this blended course on the development of participants' translation competence. Participants' perceptions of this blended learning mode are also examined. Our results suggest that this blended course improves participants' translation competence, including their knowledge competence, technological competence, and professional competence. On the whole, participants are satisfied with this learning mode, particularly in terms of the appropriateness, sustainability, and multimodality of the blended course. Plain Language Summary: Study of the effect of blended learning on students' translation competence by comparing test scores and students' acceptance in test and control groups This study applies the blended learning mode to a translation course so as to enhance students' translation competence. The application of this blended learning mode is detailed in this article. A quasi-experiment is also carried out to assess the influence of this blended course on the development of participants' translation competence. Participants' perceptions of this blended learning mode are also examined. Our results suggest that this blended course improves participants' translation competence, including their knowledge competence, technological competence, and professional competence. On the whole, participants are satisfied with this learning mode, particularly in terms of the appropriateness, sustainability, and multimodality of the blended course. [ABSTRACT FROM AUTHOR]

Teaching translation in higher education has undeniably been impacted by the innovations brought about by machine translation (MT), more particularly neural machine translation (NMT). This influence has become significantly more noticeable in recent years, as NMT technology progresses hand in hand with artificial intelligence. A case study supported by a questionnaire conducted among translation students (bachelor's and master's programmes at ISCAP) probed the degree of student satisfaction with CAT tools and revealed that they favour the use of MT in their translation practices, focusing their work on post-editing tasks rather than exploring other translation strategies and complementary resources. Although MT cannot be disregarded in translation programmes, as machine-generated translations make up an increasingly larger amount of a professional translator's output, the widespread use of MT by students poses new challenges to translators' training, since it becomes more difficult to assess students' level of proficiency. Translation teachers must not only adapt their classroom strategies to accommodate these current translation strategies (NMT) but also, as intended by this study, find new, adequate methods of training and assessing students that go beyond regular translation assignments while still ensuring that students acquire the proper translation competence. Thus, as the use of NMT makes it considerably more challenging to assess a student's level of translation competence, it is necessary to introduce other activities that not only allow students to acquire and develop their translation competence as defined in the EMT (European Masters in Translation) framework but also enable teachers to assess students more objectively. Hence, this article foregrounds a set of activities usually regarded as "indirect tasks" for technical translation courses that hopefully results in the development of student translation skills and competence, as well as provides more insights for teachers on how to more objectively assess students. It is possible, then, to conclude that these activities, such as different types of paraphrasing and error-detection tasks, may have the potential to encourage creative thinking and problem-solving strategies, giving teachers more resources to assess students' level of translation competence. [ABSTRACT FROM AUTHOR]

Copyright of Arab Journal of Science & Research Publishing is the property of Mussasat Al-Majallah Al-Arabiyah lil-Ulum Wa-Nashr Al-Abhath and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In several contexts, including Vietnam, where professional translator training is lacking, translation courses in language teaching programs fall short of meeting the demand for proficient translators. Particularly, students’ analytical ability and translation process seem to be de-emphasized. Drawing on a functional approach to Translation, this pedagogical study investigates how this approach enhances English major students’ translation process. The effectiveness of the innovation was assessed by conducting a comparative analysis, which involved qualitative examination of 30 students’ written and spoken reflections on the translation tasks and their translation solutions, both before and following the workshops. The results of the study show that the functional approach to translation help enhances students’ translation process in terms of their more frequent mentions of nonlinguistic translation problems, their broadened repertoire of translation strategies, and their reflections on the notions of “accuracy” and/or a “good” translation from a functional perspective. The workshops generally positively impacted their decision-making process, even given their limited linguistic and extralinguistic knowledge. The functional approach to Translation enhances students’ translation process and cultivates their awareness of the real-life practice, leading to improved skills and confidence in Translation. This pedagogical approach holds potential benefits for translation teaching in the context of an English program under s and similar programs in Vietnam and beyond. [ABSTRACT FROM AUTHOR]

To master the course on translation of special texts, the student must first successfully complete the study of such disciplines as Abstracting and annotating the text of the first foreign language, a practical course in translation of the first foreign language, Theory of intercultural communication, a practical course in the first foreign language, Lexicology. However, in modern society, during the period of digitalization, a student needs to own digital tools in his future professional field. In this regard, a mandatory course or module in the training of translators will have to be the Basics of digital technologies in linguistics. This course is aimed at mastering students' basic translation and language communication skills using smart tools and CAT systems in the translation process.

This paper aspires to shed light on the pedagogical aspects of translation and, more specifically, the training of novice translators. The aim of the paper consists of testing how translation is best taught via empirical channels and in conjunction with retrospective comments. The project under investigation was conducted in the Department of English Language and Literature of the National and Kapodistrian University of Athens (November 2021) and involved postgraduate students pursuing their master's degrees. The project, in which the students were involved, was authentic in that it was situated in realistic circumstances since they were requested to perform a real translation task for a volume to be published, reaching out to readers other than the course instructor. Students were initially asked to translate a text collaboratively. After the completion of the translation task, they were asked to critically reflect upon their translation practice by writing an essay and explicitly exploring the benefits of such a procedure. According to their comments, the use of an authentic project, in an otherwise theoretical class, 303 paid off since they found that their perspective was broadened, and their practice became conscious throughout the different stages. More specifically, among others, they highlighted that their critical thinking was sharpened, their collaboration skills improved, and their self-reflection proved to be a powerful tool guiding their decision-making. The case study could be further enhanced if another type of text was chosen [literary extracts], another setting was selected [undergraduate courses] or more stakeholders would be involved. [ABSTRACT FROM AUTHOR]

The translation of European Union (EU) law can be seen as a specific case of international law translation and thus relevant only to legal translators. The author argues that concepts related to EU law and tools developed by the EU to support translators should be taught as early as possible to all undergraduate students of translation. This is due to two specificities of European law: it covers a great range of different areas, many of them of a technical nature, thus being useful to many (if not all) translators outside the legal field; and it is mentioned in many non-legal texts, from catalogues to journalistic texts. Therefore, professional translators are bound to find references to EU law throughout their careers and should know how to deal with them and how to avoid common pitfalls. Furthermore, tools created by the European Union -- terminology tools, publicly available translation memories, and provision of legislation in multilingual format -- are very useful to any translator and knowing how to use them is a skill essential to translation professionals. This study will make suggestions for teaching principles, tools and common sources of translation errors related to EU law to students who do not have any form of legal training. [ABSTRACT FROM AUTHOR]

The item offers a focus on the need for theoretical development of special medical translation studies, which would be based on a text-centered approach, also placing an emphasis on linguo-pragmatic features of medical texts in view of their theme and genre as well as various activities adopted by the translator acting as an intercultural professional go-between in the area of theoretical and practical medicine. The author introduces a contaminated classification for text genres that are applied to the contemporary medical discourse and that require special theoretical description and analysis being the subject for the translator's professional activity.

The main task of the higher educational establishment is to prepare graduates for modern dynamic national and international labour markets that demands to find the way into teaching practices, which can respond to the created expectations. Nowadays reality of the translation market reveals problems in translator training. Ukrainian teachers and scientists will have to re-think existing translator training programmes in terms of present-day market demands to professionals and to work out comprehensive educational professional programs. They should look for ways how to manage limitations caused by changes in the global situation taking into account that the profession of translator requires profound knowledge in various spheres of life. The successful implementation of future translators depends on their professional training that includes forming of communicative competence and also allows them to perform all the functional responsibilities provided for their profession. The main idea for this article is the relationship between the training process and the profession. The characteristics of today’s translation market have been examined and the issues that are addressed in modern translator training have been analysed. The definition of the term translation has been presented. Characteristics of translator’s professional activity have been distinguished and components of comprehensive educational professional programs were investigated. The requirements for a professional translator should be an integral part of the standard, as they are the subject of further elaboration. In international practice among the most important are the requirements of maintaining a high level of their own professional skills and knowledge, the ability to solve translation problems of a new type, the ability to translate and summarize texts in one language from another, regularly improve their skills. The content of the requirement, the characteristics of professional activity, the necessary knowledge and skills have been determined in the articles.

This article summarizes the argument that James Stratton Holmes made fifty years ago for an independent discipline that would deal with translational matters, and which, he suggested, should be named Translation Studies. The article, further, outlines the structure that Holmes proposed for the discipline of Translation Studies before presenting a number of the most significant developments that have occurred and investigations undertaken in the fifty years since Holmes made his prophetic intervention, within sub-disciplinary areas that very closely remain those that he outlined. [ABSTRACT FROM AUTHOR]

Nowadays we witness significant shifts in translation pedagogy affecting teaching methodology as well as the function and role of instructor and learner. One of the recent shifts in translation didactics has resulted from the Covid-19 outbreak which has brought new challenges on translation teaching and learning modes. The present paper addresses translation teaching on a distance learning mode, by investigating some major issues related to e-learning as opposed to that of students' physical presence. It starts by providing a brief description of specific approaches to translation teaching through the work of translation scholars that has highly influenced translation pedagogy in recent years. The paper then provides a brief historical background on the evolution of distance learning as well as the different forms of distance learning. After that, it focuses on a major issue related to distance learning curriculum development, namely the teaching material applicable in this specific type of learning. It then reaches its main topic of research, that is, advantages and disadvantages of teaching translation on a distance learning mode. The main conclusion is that distance learning methodology helps students become both responsible for their own learning process and autonomous as individuals, qualities that will definitely need as professionals in translation industry. [ABSTRACT FROM AUTHOR]

Translator training has traditionally been based on competences, where the linguistic competence in the work languages is declared as essential. The practical emphasis of this competence has been on the foreign language or languages and has not considered the mother tongue as a particular area of development. In the case of Spanish as a mother tongue, it has been evident for some time now that translation students have difficulties in the use of formal and functional aspects of the language when writing texts in formal contexts, which reveals difficulties in the acquisition of the linguistic competence in the mother tongue. The origin of this problem could be found mainly in two areas: communication, with the digitalization of communication practices, the use of social networks, the use of multimodal re-sources, among others, and education, with the decrease in the practice of writing, the lack of reading, and the low exposure to formal textual genres, mainly. In view of this situation, we seek to make a rigorous analysis of the emerging literature to address the problem based on specific cases identified in translation apprentices, with the aim of proposing methodological approaches for the training of translators whose mother tongue is Spanish. In an effort to find the best equation, the results of this first review have allowed us to address the microand macrocurricular aspects of mother tongue teaching for translators. [ABSTRACT FROM AUTHOR]

ABSTRACT Based on the assumption that video game localization inevitably has levels of collaboration among their agents, forming a collaborative continuum that involves localization managers, translators, localization coordinators, and linguistic testers, who directly or indirectly influence the game to be localized, game localization teaching can also adopt a collaborative approach, dynamically promoting experience exchanges between translation teachers and students, and other collaborators. Accordingly, this paper, conceived as a didactic proposal of qualitative and naturalistic bias (GILE, 2009; CHESTERMAN; WILLIAMS, 2002), describes possibilities for incorporating video game localization in translation teaching using a collaborative pedagogical approach (KIRALY, 2000).

The continuous development of machine translation systems and the increasing acceptability of texts produced through these systems forcefully question the role of the human translator. In addition, the use of machine translation in professional practice is increasing due to the growing demand from customers, so teaching must adapt to new needs. However, there are still serious shortcomings with regard to the results of automatic translations from Catalan into German. The paper addresses different problematic aspects of the tools for machine translation from Catalan to German that are currently available for free on the Internet: Google Translate and Bing Microsoft Translator. After describing the results obtained from this empirical study based on the in-depth analysis of different types of text, the findings are compared with the results of other studies on machine translation in general and on the German language in particular, in order to improve the integration of machine translation tools in the teaching of Catalan to German translation.