|Publication type:||Contribution to magazine or newspaper|
|Title:||Some aspects of computer-based translator training|
|Publisher / Ed. Institution:||ASTTI|
|Subjects:||Information technology; Translation pedagogy; Situated learning; Classroom management|
|Subject (DDC):||418.02: Translating and interpreting|
|Abstract:||Information technology offers professional translators indispensable support by providing them with the powerful, efficient tools needed: - to meet a widening range of customer requirements (source-text and target-text delivery in various DTP formats on a variety of storage media and/or by e-mail and file attachment); - to conduct the branching operations which characterise the translation process itself (dictionaries, encyclopaedias and other reference works on CD-ROM; access to on-line termbanks, information services and translation forums; BBS and Internet access); - to develop user-specific terminology databases (with terminology management systems like MultiTerm). In addition, advances in the development of CAT tools (such as Translator's Workbench) present translators of technical texts with a real opportunity to increase productivity and ensure a much higher degree of terminological accuracy and consistency in their work. It goes without saying that any translator training institute or programme has a duty to teach students the IT skills they need to compete in the market, and institutes have largely risen to this challenge by building separate IT and CAT courses into their curriculum. This article considers a more integrated approach to IT, CAT and general translator training. It suggests a method - centred on teacher-operated computer-screen projection - by which computer-based instruction can take place in every classroom where translation is taught. Computer-screen projection offers distinct advantages over methods employing traditional teaching aids by creating a framework in which: - students are encouraged to develop and refine skills acquired in parallel IT and CAT courses (both by in-class observation of systems in action and by the practical necessity of submitting formatted translations on diskette or via e-mail); - process-oriented learning and product-oriented teaching are effectively combined in a technique allowing multiple translations to be generated, evaluated and corrected by the translators themselves, their peers and/or their teacher; - much-neglected proofreading and consistency-monitoring skills are repeatedly applied to large segments of text; - suggested versions can be validated on-screen through the rapid retrieval of information from hard drives, CD-ROMs or on-line services; - terminology databases can be created and managed for or by each group; - a printed 'protocol' of each lesson can be distributed to students (together with terminology lists and appropriate follow-up exercises); - the teacher has the scope to switch from student-centred learning to teacher-centred instruction as the situation requires.|
|Further description:||Erschienen im Rahmen eines Proceedings zur Konferenz "Equivalences 1997 - Computerwerkzeuge am Übersetzer-Arbeitsplatz, Theorie und Praxis, Bern, Schweiz, 25.-26. September, 1997".|
|Fulltext version:||Published version|
|License (according to publishing contract):||Licence according to publishing contract|
|Organisational Unit:||Institute of Translation and Interpreting (IUED)|
|Appears in collections:||Publikationen Angewandte Linguistik|
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