翻译生态系统中的破坏性创新Educating translation ethics: a neurocognitive ethical decision-making approach Abstract Translation ethics today is an area of growing concern, so is its education. In the new millennium, ethics has become an explicit and integrative component of translator education. Meanwhile, the objective of translation ethics education has shifted from preaching abstract, universalistic translator codes of ethics to training translation students’ ethical sensitivity and reflexive moral judgement (i.e., ethical decision-making). This study advances translation ethics education pivoted around students’ translational ethical decision-making competence (TEDC) by first providing a definition and a competence framework for TEDC and then sketching a competence-based education programme targeting translation students’ TEDC. In completing the tasks, this article draws theories and practices from cognitive psychology, where ethical decision-making has been studied extensively. On the one hand, it borrows the Neurocognitive Model of Ethical Decision-making to theorise the dual components of TEDC, i.e., competences of intuitive and rational ethical decision-making. On the other hand, it synthesises the relevant literature on intuition education and rationalist moral education to design a tentative TEDC-targeted translation ethics education programme. It argues that the proposed programme could be put to test in practice, and ethical decision-making holds the potential to become a productive entry point into translator ethics education. Keywords： Translation ethics, translator education, ethical decision-making, the neurocognitive model Author: Meng Zhou Abstract Experimental research on the interface between second language vocabulary knowledge, including collocations, and translation competence is scarce. The present study investigates the role played by three determinants of collocation knowledge (knowledge level – recall versus recognition, congruency, and constituent word types) in the accuracy of collocation translation. The study involved thirty-nine female Arabic translation students completing three tasks: an L2 (English) – L1 (Arabic) contextual translation task, a form recall test, and a form recognition test. The target items were 40 English collocations (10 adjective + noun congruent, 10 adjective + noun incongruent, 10 verb + noun congruent, and 10 verb + noun incongruent). The results of mixed-effects modelling show that producing an acceptable L1 translation was predicted by congruency and form recall knowledge of collocations while word type and form recognition knowledge made no significant contribution. These results have important implications for the teaching of collocations to student translators. Keywords： Translation competence, collocations, form recall and form recognition, congruency, word type Authors：Suhad Sonbul, Dina Abdel Salam El-Dakhs & Hind Al-Otaibi Abstract This study investigates the comparability of three parallel translation tasks selected from a College English Test Band-6 (CET-6) and explores the major linguistic features contributing to translation difficulty. Data obtained from the participants’ subjective rating, eye-tracking, and performance evaluation were triangulated to measure the comparability of difficulty levels of parallel translation tasks. Data of word translation entropy, translation errors, and participants’ retrospective reports were correlated to examine the difficulty triggers. The results show that: (i) the text comparability was evidenced by eye-tracking indicators and performance measurements, but not supported by subjective ratings; (ii) the domain content words (DCWs) were reported by the participants as the major cause of translation difficulties and the unequal number of DCWs among the three tasks led to inconsistent ratings for the task difficulty. Our findings suggest that test-takers’ subjective perception and their cognitive skills deserve serious consideration by test designers, as these two factors can better demonstrate difficulty levels among parallel tasks. Our study postulates a new direction to establish a relationship between task characteristics and test validity, and provides suggestions for the CET-6 committee and other examination boards with practical methods to be able to compare the difficulty levels of parallel translation tasks. Keywords： Difficulty levels, Chinese-English translation, CET-6, domain content words, parallel test forms Authors: Yanmei Liu & Binghan Zheng Abstract This study aims to establish a model of collaboration that illustrates the various channels of collaboration that (trainee) translators go through in the course of translation, who they collaborate with, and why they choose to do so. To this end, it draws on an in-depth analysis of 21 medium-length Wikipedia articles translated by undergraduate English/Arabic translation students at Sultan Qaboos University, the Wikipedia ‘talk’ pages of the articles, and the reflective journals kept by the students. The study sets up a model of collaboration in which the translator collaborates with Wikipedia editors, translators, and subject-matter experts for the purpose of producing their translation. The model outlines the aspects of language and translation wherein translators seek collaboration for such Wikipedia article style and formatting and terminology clarification. The study also aims to determine what the students have learned and/or gained from their collaborative experience. The results illustrate that engaging students in discussing translation and language choices with the above-mentioned collaborators can help them produce better translations. Keywords： Arabic–english translation, translation pedagogy, wikipedia, student journals, collaborative translation, collaborative learning Authors: Khaled Al-Shehari & Ali Almanna Abstract The analysis of particular experiences in the light of academic thought is bound to help us understand the impact of educational approaches on real people living in real contexts, while shedding light at a macro-level on translator education at large. This article addresses the analysis of one particular case of project-based learning on AVT for Access, in the MA in Audiovisual Translation programme offered at Hamad bin Khalifa University (HBKU), to show how academically motivated Participatory Action Research projects may lead to the development of ‘social transformative competence’ in translation students. This competence is the ability to identify areas for action and to operate social change in the process of developing and providing translation and mediation services. Socially invested professionals will be people who proactively interact with society towards change, in the search for creative solutions for existing problems. In so doing, not only will they be positioning themselves as service providers, but they will also be promoting social justice and empowering the communities they engage with. Furthermore, they could be shaping environments for emerging mediation modes, outlining new professional profiles and creating new communities of practice. Keywords： Translator education, social constructivism, social transformative competence, project-based learning, AVT, access Author: Josélia Neves Abstract In 2000, Kiraly published his monograph A Social Constructive Approach to Translator Education, which catapulted project-based translator training into prominence. Since then, many empirical studies have been conducted, all focusing on a single project. Despite cumulative evidence of the efficacy of this student-centred approach, we perceive the lack of a holistic view. Specifically, we wish to understand how authentic translation projects are researched and implemented across different scenarios. To this end, we pooled together 11 representative studies for a meta reflection. We first form a comprehensive base, by cross-examining the studies’ assignments, commissions, temporal and spatial features, workflow, terminology management, technology, scaffoldings, and research design. This is then utilized to scrutinize the critical features of authentic translation projects and to pinpoint some convergence and gaps. Keywords： project-based learning, authentic translation projects, cross-case analysis, convergences, gaps Author: Rui Li Abstract This paper intends to illustrate the didactic potential of Python-based Jupyter notebooks in teaching translation technology, machine translation in particular, to translation students. It discusses the basic makeup of Jupyter notebooks and shows how these notebooks can be set up for students who have had little to no prior exposure to the Python programming language. Then, the paper discusses the general didactic benefits of Jupyter notebooks for both students and lecturers in a translation studies context. It shows how students can interact with these notebooks, which translation technological and translation-oriented natural language processing (NLP) concepts can be taught using them and to what extent interaction with these notebooks can help students understand, in a very general way, some basic principles of (NLP-oriented) Python programming. Finally, the paper presents the results of a pilot study on the use of Jupyter notebooks in a machine translation course in an MA programme in specialised translation. Keywords： Translation didactics, translation technology, machine translation, natural language processing, NLP-oriented programming concepts, Jupyter notebooks Author: Ralph Krüger Abstract Subtitling in a community setting such as healthcare can satisfy the needs of culturally and linguistically diverse (CALD) members of the community. It consists of a variety of stages such as transcription, spotting, translation and review. This qualitative study utilising content analysis aims to measure the quality of transcriptions by students of translation and interpreting (T&I) in Turkey as well as speech recognition tools against that of a native speaker. The data was analysed manually. The findings show that in transcribing authentic content on healthcare, student translators experienced challenges including parts of speech and textuality due to the lack of expertise in healthcare translation, poor bilingual skills as well as the speaker’s pace and accent. Speech recognition tools produced better results than student translators, but occasionally had some discrepancies which can be attributed to such reasons as collocations and speaker-related issues. T&I students can be trained with the aid of speech recognition tools to make sure that transcriptions are done more effectively or post-editing skills are improved. Further studies can focus on students at varying levels of language or who have taken a course in AVT, on professional translators, or on other settings of community-based translation. Keywords： Subtitling, healthcare, AVT technology, speech recognition, transcription, quality, accessibility Author: Oktay Eser Abstract This paper presents the perceived satisfaction of undergraduate students of translation and interpreting who have taken part in the creation of a multilingual, accessible and inclusive audio guide for the Faculty of Arts at the University of the Basque Country (UPV/EHU). A selection of students carried out the translation and proofreading of texts describing architectural spaces of the building, while others provided the recording in one of the languages of the audio guide (Spanish, Basque or English). Data on their satisfaction were collected through a questionnaire circulated in 2020. Results show that students involved in the project differed in their knowledge on accessibility and audio guides, but completed the project generally satisfied with the process and product. In addition, participants were aware of the benefits of such participation for their professional careers, for the institution as well as for the blind and people with low vision that may have need of this audio guide. The questionnaire served as the culmination of the students’ learning process and helped them reflect on the experience, which serves as an example of a learning process aiming to serve the community and easily exportable to other scenarios. Keywords： audio description, accessibility, audio guide, satisfaction, questionnaire, educational innovation project Authors: José Tomás Conde Ruano & Ana Tamayo Abstract Rubric scoring has been gaining traction as an emergent method to assess spoken-language interpreting, with two of the most well-known methods being rating scale-based holistic and analytic scoring. While the former provides a single global score, the latter generates separate scores on different dimensions of interpreting performance. Despite the growing use of the two methods, there has been little research documenting their uses in interpreting assessment. We therefore conducted the present study to find out how scoring methods (i.e. holistic versus analytic) would affect the dependability of rater-generated scores, rater behaviour, assessment outcomes, and rater perceptions. Overall, our quantitative data analysis indicates that although the two methods rank-ordered performances similarly, the holistic scoring led to relatively higher score dependability, regardless of interpreting directions, and that the raters’ assessments of interpreting into their less dominant language were less dependable. Our content analysis of the qualitative data reveals raters’ concerns with the substantive meaning of holistic scores and the design of analytic descriptors. We discussed these findings in light of available literature on interpreting assessment. By doing so, we hope to provide some evidential basis for scale selection in rater-mediated assessment of spoken-language interpreting. Keywords： Interpreting assessment, holistic scoring, analytic scoring, rating scale, generalisability theory, many-facet Rasch measurement Authors: Jing Chen, Huabo Yang & Chao Han 原文链接： https://www.tandfonline.com/toc/ritt20/current 本文转载自：The Interpreter and Translator Trainer |