The Effects of Teaching Computer-Assisted Translation Tools in Translation and Interpreting Departments on Students’ Developing Translation Competence as Perceived by Lecturers

Abstract

In today’s globalized world, translation has become a vital issue on which technology has a profound impact. This impact of technology has enabled translators to produce more efficacious and accurate translations with the help of Computer-Assisted Translation (CAT) tools. However, their integration into the life of translators has started through their teaching to the students in translation and interpreting departments. Consequently, a significant shift has transpired in the curricula. This transition towards automated translation facilitated by CAT tools has raised concerns regarding students' development of translation competence. While numerous scholars have explored students' attitudes and expectations towards CAT tools from point of students, there is a lack of research on the effects of teaching CAT tools on students' translation competence based on the views of lecturers. Therefore, this study presents the views of the lecturers who teach CAT tools in the departments mentioned above in Türkiye about the effects of teaching CAT tools on students’ developing translation competence. It involved five semi-structured interviews with five lecturers. According to their views, teaching CAT tools absolutely affects students’ developing translation competence, but regarding the semester in which they are thought, students can either develop translation competence or be led to laziness. The results showed that if they are thought in the first year of the university, students may not develop translation competence since they should first be competent in any other skills such as linguistic skills and writing skills.

Keywords

• Computer-Assisted Translation Tools
• CAT tools
• translation competence
• post-editing
• translator training
• teaching CAT tools

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