Undergraduate Level Translation Students’ Attitudes towards Machine Translation Post-Editing Training

Yıl 2019, Cilt: 7 Sayı: 1, 110 - 120, 30.03.2019

Caner Çetiner Korkut İşisağ

Öz

The need for translation has increased substantially at a global scale. To meet this ever increasing
volume of translation, Machine Translation, which was once seen as a way to automate the translation
process has again come to forefront with new methods. However, the expectations regarding the
translation quality of Machine Translation is rather low for now. Thus, this paves the way for preediting and post-editing works. For this purpose, the professional translation market has undertaken
some initiatives regarding training and use of Post-Editing among professional translators.
Nevertheless, as it was the case for other tools of translation technology like Computer-Aided
Translation or Terminology Management Systems, translation academia has fallen behind in adapting
to new trends in translation market. In other words, there are not enough studies that take the issue of
Machine Translation Post-Editing into consideration from a translation training perspective. For this
reason, this study aims to investigate the attitudes of undergraduate level translation students
towards Machine Translation Post-Editing with one-group pre-test and post-test research design.
Upon the analysis of the data, a statistically significant difference was reported between pre-test and
post-test scores. This shows that students’ attitudes towards MT PE have become more positive after
the training.

Anahtar Kelimeler

Translation technology, machine translation post-editing, translator training, computeraided translation

Undergraduate Level Translation Students’ Attitudes towards Machine Translation Post-Editing Training

Öz

Anahtar Kelimeler

Translation technology, machine translation post-editing, translator training, computeraided translation

Kaynakça

• Allen, J. (2003). Post-Editing. In H. Somers (Ed.), Computers and Translation (pp. 297–319). Amsterdam: John Benjamins Publishing Company.
• Almeida, G. de. (2013). Translating the post-editor: an investigation of post-editing changes and correlations with professional experience across two Romance languages (Ph.D. Thesis). Dublin City University, Dublin. Alotaibi, H. (2014). Teaching CAT Tools to Translation Students: an Examination of Their Expectations and Attitudes. Arap World English Journal, 3(1), 65–74.
• Anderson, L. W. (1988). Attitudes and their Measurement. In J. P. Keeves (Ed.), Educational Research, Methodology, and Measurement: An International Handbook (pp. 42–426). New York: Pergaman. Bowker, L. (2005). Productivity vs Quality? A pilot study on the impact of translation memory systems. Localization Focus, 4(1), 13–20.
• Fiederer, R., & O’Brien, S. (2009). Quality and Machine Translation: A realistic objective? The Journal of Specialised Translation, 11, 52–74.