Post-editing in the classroom : responding to research

k 2022

Post-editing in the classroom : responding to research

KAMENICKÁ, Renata

Základní údaje

Originální název

Post-editing in the classroom : responding to research

Název česky

Výuka posteditingu : co nás učí výzkum

Autoři

KAMENICKÁ, Renata

Vydání

TIFO (Translation and Interpreting Forum Olomouc), "Room for (Ex)Change in T&I Training" November 11–12, 2022, Olomouc, 2022

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

60201 General language studies

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Organizační jednotka

Filozofická fakulta

Klíčová slova česky

post-editing; výuka překladatelů; neurální a strojový překlad; dosavadní výzkum; úrovně post-editingu; preferenční změny; over-editing; under-editing

Klíčová slova anglicky

post-editing; translator training; neural machine translation; existing research; levels of post-editing; preferential edits; over-editing; under-editing

Štítky

neural machine translation, post-editing, translator training

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 9. 2. 2023 10:58, Mgr. Jana Pelclová, Ph.D.

Anotace

V originále

While the paper does not present new empirical results, it surveys – in the current situation calling for adjusting to the dynamically changing needs of the market being transformed by neural machine translation – published research in post-editing to glean out tips for teaching skill sets in line with what research has revealed so far. Research focusing on revision and post-editing pedagogy as well as relevant conclusions from empirical studies targeting various process- and product-related aspects of revision and post-editing are considered. The questions of post-editing pedagogy need to be answered in an environment where human translation is getting increasingly integrated with MT: as Konttinen et al. (2021) observe, “[w]hile building a course around one principal activity comes with the benefit of allocating ample teaching resources and student time for creating an understanding of the specific character of the task and for learning to perform it well, a downside of this approach is that it may lead the students to perceive that task as isolated from other related activities” (195-6). Research-based evidence pointing towards how post-editing curricula can attempt achieving balance between the ever-competing demands of quality and efficacy is reviewed and examples of good practice are quoted from literature. Last but not least, in the light of the boom in deep learning technologies, the question is examined how research has reflected the recent developments in NMT post-editing and whether and which specifics of these processes should be reflected in educational settings.

Návaznosti

MUNI/A/1479/2021, interní kód MU

Název: Paradigms, strategies and developments - English linguistics and translation II

Investor: Masarykova univerzita, Paradigms, strategies and developments - English linguistics and translation II

Citovat

KAMENICKÁ, Renata. Post-editing in the classroom : responding to research. In TIFO (Translation and Interpreting Forum Olomouc), "Room for (Ex)Change in T&I Training" November 11–12, 2022, Olomouc. 2022.

@proceedings{2247033,
   author = {Kamenická, Renata},
   booktitle = {TIFO (Translation and Interpreting Forum Olomouc), "Room for (Ex)Change in T&I Training" November 11–12, 2022, Olomouc},
   keywords = {post-editing; translator training; neural machine translation; existing research; levels of post-editing; preferential edits; over-editing; under-editing},
   language = {eng},
   title = {Post-editing in the classroom : responding to research},
   url = {https://tifo.upol.cz/#programme},
   year = {2022}
}

TY  - CONF
ID  - 2247033
AU  - Kamenická, Renata
PY  - 2022
TI  - Post-editing in the classroom : responding to research
KW  - post-editing
KW  - translator training
KW  - neural machine translation
KW  - existing research
KW  - levels of post-editing
KW  - preferential edits
KW  - over-editing
KW  - under-editing
UR  - https://tifo.upol.cz/#programme
N2  - While the paper does not present new empirical results, it surveys – in the current situation calling for adjusting to the dynamically changing needs of the market being transformed by neural machine translation – published research in post-editing to glean out tips for teaching skill sets in line with what research has revealed so far. Research focusing on revision and post-editing pedagogy as well as relevant conclusions from empirical studies targeting various process- and product-related aspects of revision and post-editing are considered. The questions of post-editing pedagogy need to be answered in an environment where human translation is getting increasingly integrated with MT: as Konttinen et al. (2021) observe, “[w]hile building a course around one principal activity comes with the benefit of allocating ample teaching resources and student time for creating an understanding of the specific character of the task and for learning to perform it well, a downside of this approach is that it may lead the students to perceive that task as isolated from other related activities” (195-6). Research-based evidence pointing towards how post-editing curricula can attempt achieving balance between the ever-competing demands of quality and efficacy is reviewed and examples of good practice are quoted from literature. Last but not least, in the light of the boom in deep learning technologies, the question is examined how research has reflected the recent developments in NMT post-editing and whether and which specifics of these processes should be reflected in educational settings.
ER  -

KAMENICKÁ, Renata. Post-editing in the classroom : responding to research. In \textit{TIFO (Translation and Interpreting Forum Olomouc), ''Room for (Ex)Change in T\&{}I Training'' November 11–12, 2022, Olomouc}. 2022.

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