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Translation Teaching and Learning 2022

注：中文摘要为机器翻译，于2023年4月24日调用Google翻译引擎，未介入译后编辑，译文仅供参考。

期刊介绍：

Current Trends in Translation Teaching and Learning began in 2007 as a publication of the Department of Translation Studies of the University of Helsinki. These were edited collections. Beginning in 2014, the publication became an electronic journal: Current Trends in Translation Teaching and Learning E.

《翻译教学的当前趋势》始于 2007 年，是赫尔辛基大学翻译研究系的出版物。这些是经过编辑的集合。从 2014 年开始，该出版物成为电子期刊：Current Trends in Translation Teaching and Learning E。

Articles

TRANSLATIONAL SELF-REPAIRS IN TRAINEE CONFERENCE INTERPRETERS:PRELIMINARY FINDINGS FROM A PILOT STUDY

Joanna Mirek

Abstract

This article investigates the phenomenon of self-repairs in simultaneous interpreting trainees, which has so far received only limited attention in interpreting research. Conference interpreters were long denied the ability to correct their performance (cf. Kade, 1968; Seleskovitch, 1968; Reiß & Vermeer, 1984). However, it was not until 1975 that Gerver described the importance of self-repairs as sufficient evidence of interpreters’ monitoring for both the source text perception and target text production. In this study, a qualitative method is used in the analysis of a corpus that comprises the interpreting performance of second-year MA students of English Studies at the John Paul II Catholic University of Lublin. The pilot study entailed recording the students’ output of two distinct speeches (interpreted from English into Polish) and analysing the transcript thereof. The results prove that trainee interpreters repair not only defects sensu stricto, but also attend to their outputs for a number of reasons (cf. Petite, 2005). The article will demonstrate both a preliminary taxonomy of translational self-repairs identified in novice interpreters and put forward significant didactic implications for interpreter training.

本文调查了同声传译学员的自我修复现象，迄今为止，这种现象在口译研究中受到的关注有限。会议口译员长期以来被剥夺了纠正其表现的能力（参见 Kade，1968 年；Seleskovitch，1968 年；Reiß 和 Vermeer，1984 年）。然而，直到 1975 年，格弗才将自我修复的重要性描述为口译员对源文本感知和目标文本生产进行监控的充分证据。在这项研究中，使用定性方法分析了一个语料库，该语料库包含卢布林约翰保罗二世天主教大学英语研究专业二年级硕士学生的口译表现。试点研究需要记录学生两次不同演讲的输出（从英语翻译成波兰语）并分析其成绩单。结果证明，受训口译员不仅修复严格意义上的缺陷，而且出于多种原因也关注他们的输出（参见 Petite，2005 年）。本文将展示口译新手中确定的翻译自我修复的初步分类，并对口译培训提出重要的教学意义。

Keywords

simultaneous interpreting, monitoring, self-correction, self-repairs, interpreter training

同声传译，监控，自我纠错，自我修复，译员培训

STRATEGIES AND ERRORS IN SIMULTANEOUS INTERPRETING: A STUDENT-ORIENTED EXPERIMENT IN ENGLISH-TURKISH LANGUAGE PAIR

Nazlıgül Bozok, Şeyda Kıncal

Abstract

This paper aims to analyze and describe students’ strategies and errors in simultaneous interpreting performances in English and Turkish language pair and to explore the relationship between the effect of directionality on strategies and performance errors. A small-scale experimental study was conducted with 10 interpreting students and a control group of 4 professionals and involved triangulation of multiple sources of data. The study reveals that the student and professional participants resorted to omissions, additions, substitutions and made errors. With respect to directionality, it was observed that the students made significantly more comprehension /production omissions, delay omissions, mild phrasing changes and substantial phrasing changes while interpreting from Turkish into English compared to the opposite direction. The t-test and the self-assessments of the professional interpreters, on the other hand, indicated that interpreting direction had no effect on their strategies or errors.

本文旨在分析和描述学生在英语和土耳其语的同声传译表演中的策略和错误，并探讨方向性对策略的影响与表演错误之间的关系。对 10 名口译学生和由 4 名专业人员组成的对照组进行了一项小规模实验研究，并涉及多个数据源的三角测量。研究表明，学生和专业参与者诉诸于遗漏、添加、替换和错误。关于方向性，观察到与相反方向相比，学生在从土耳其语翻译成英语时，明显更多的理解/产生遗漏、延迟遗漏、轻微的措辞变化和实质性的措辞变化。另一方面，专业口译员的检验和自我评估表明口译方向对他们的策略或错误没有影响。

Keywords

Interpreting, Simultaneous Interpreting, Strategy Use in Simultaneous Interpreting, Omissions, Additions, Substitutions, Errors, Directionality

口译，同声传译，同声传译中的策略使用，遗漏，添加，替换，错误，方向性

TRANSLATOR TRAINING IN LIGHT OF BLOOM’S TAXONOMY OF LEARNING OBJECTIVES: DESIGN OF A MODULAR CURRICULUM IN THE IRANIAN CONTEXT

Saleh Sanatifar, Leelany Ayob

Abstract

In many countries, translation training is provided in the form of certificate and degree programs. Those who do not choose to pursue a degree (but are interested in translation as a source of income) enroll in certificate programs and acquire the fundamentals of translation in a rather shorter amount of time. Compared to degree programs, certificate programs have the great advantage of meeting market needs where an unlimited number of pages are waiting to be translated by a limited number of (human) translators. Iran is a country that, despite its great potential to recruit many translators, lacks such certificate programs. To fill the gap, a modular curriculum for translation training in Iran was designed. As learning and translation are intertwined cognitive processes, the researchers chose to link Bloom’s learning objectives with Chesterman’s domains of translation skill development. Finally, a modular curriculum was proposed to be tested in the context of Iran. The researchers believe that, with a few adaptations, this curriculum can be used in different contexts.

在许多国家/地区，翻译培训以证书和学位课程的形式提供。那些不选择攻读学位（但对翻译作为收入来源感兴趣）的人可以参加证书课程，并在更短的时间内掌握翻译基础知识。与学位课程相比，证书课程具有满足市场需求的巨大优势，即无限数量的页面等待由有限数量的（人工）翻译人员翻译。伊朗是一个国家，尽管它有很大的潜力可以招募很多翻译，但缺乏这样的证书项目。为了填补这一空白，伊朗设计了一个模块化的翻译培训课程。由于学习和翻译是相互交织的认知过程，研究人员选择将布鲁姆的学习目标与切斯特曼的翻译技能发展领域联系起来。最后，提议在伊朗的背景下测试模块化课程。研究人员认为，通过一些调整，该课程可以用于不同的环境。

Keywords

translation, training, Bloom, curriculum, competence, Iran

翻译，培训，布鲁姆，课程，能力，伊朗

MULTIMODAL HUMAN INTERACTION IN VIDEOCONFERENCE INTERPRETING

Xiaojun Zhang

Abstract

The evolution of communication technologies such as video conferencing and remote meeting has created ample opportunities for distance communication in real time and has led to alternative ways for delivering interpreting services. Videoconference interpreting, either spoken-language or sign-language interpreting, is best described as a ‘multimodal’ way to deliver interpreting remotely which has been used for simultaneous, consecutive and dialogue interpreting. This paper focuses on the technical issues of integrating multimodal information of videoconference into interpreting and multimodal human interaction in videoconference interpreting. A prototype computer-aided videoconference interpreting system, CACIS, is introduced as well.

视频会议和远程会议等通信技术的发展为实时远程通信创造了充足的机会，并催生了提供口译服务的替代方式。视频会议口译，无论是口语口译还是手语口译，最好被描述为一种远程提供口译的“多模式”方式，已用于同声传译、交替传译和对话口译。本文重点研究了视频会议口译中将视频会议的多模态信息融入口译和多模态人机交互的技术问题。还介绍了原型计算机辅助视频会议口译系统 CACIS。

Keywords

Informational competence, information needs, search strategies, external information resources, selection criteria.

视频会议口译 (VCI)，多模态人机交互，会议内容分析，计算机辅助口译

EFFECTIVENESS AND ASSESSMENT OF ENGLISH PRODUCTION SKILLS THROUGH AUDIOVISUAL TRANSLATION

Pilar Couto-Cantero1, Mariona Sabaté-Carrové and Antonio Tinedo-Rodríguez

Abstract

This article is framed within a research project based in Spain aimed at studying the use of Audiovisual Translation tools to develop communicative competences for teaching and learning English as a Foreign Language. The aims of the study are to get to know to what extent the oral and written production skills of the participants improve thanks to the implementation of an Audiovisual translation-based course, and to get to know if the overall performance of the post Integrated Skills Test is better than the pre–Integrated Skills Test after the learning process. It is also aimed to prove the validity of those language assessment tests. A mixed methodology (qualitative and quantitative analysis) was used to obtain information from the participants. Research data was collected from different universities in Spain with an initial sample of 40 applicants, 8 of which finally completed the course. Data analysis shows that oral and written production skills improve thanks to the implementation of six audio description-based lesson plans completed during a pilot course offered during the summer of 2021 to volunteer adult participants with a B2 level in English language. Furthermore, the study illustrates that the results of the final tests are better than the results of the previous ones after the intervention. We discuss the results obtained in this study and conclude that they are harmonious with former studies on the topic as they validate the use of tests to improve the development of communicative skills. Although, there is a very limited number of participants in the sample, we consider this may be used as an example of a trend that will be explored in the future, as this is a pilot study included in a wider research project which is still underway.

本文基于西班牙的一个研究项目，旨在研究视听翻译工具的使用，以培养英语作为外语教学和学习的交际能力。该研究的目的是了解由于实施基于视听翻译的课程，参与者的口头和书面生产技能得到了多大程度的提高，并了解综合技能测试后的整体表现是否 比学习过程后的预综合技能测试要好。它还旨在证明这些语言评估测试的有效性。使用混合方法（定性和定量分析）从参与者那里获取信息。研究数据是从西班牙的不同大学收集的，初始样本为 40 名申请者，其中 8 名最终完成了课程。数据分析表明，由于在 2021 年夏季为英语水平为 B2 的志愿成人参与者提供的试点课程中完成了六个基于音频描述的课程计划的实施，口头和书面表达技能得到了提高。此外，该研究表明，最终测试的结果优于干预后先前测试的结果。我们讨论了在这项研究中获得的结果，并得出结论认为它们与以前关于该主题的研究是和谐的，因为它们验证了使用测试来提高交际技能的发展。尽管样本中的参与者数量非常有限，但我们认为这可以作为未来探索趋势的一个例子，因为这是一项仍在进行中的更广泛研究项目中的试点研究 .

Keywords

audiovisual translation, audio description, language tests, student evaluation, second language learning, English as a foreign language, integrated skills approach

视听翻译，音频描述，语言测试，学生评价，第二语言学习，英语作为外语，综合技能方法

HOW CAN EMOTION-AI HELP UNDERSTAND TRANSLATOR TRAINEES’ TECHNOLOGY LEARNING EXPERIENCES?

Yizhou Wang and Yu Hao

Abstract

The present study examines the effectiveness of Sentiment Analysis, also known as Emotion-AI, in analysing translator trainees’ learning narratives regarding their experiences with translation memory systems (TMs). Students were asked to describe how they learned and whether the experience was pleasant or unpleasant. The narrative texts were then automatically analysed with Sentiment Analysis, and the emotional component was quantified into a Sentiment score which encompasses both the polarity, i.e., positive vs. negative, and the magnitude (in numerical terms) of emotion. The results showed that narratives about pleasant learning experiences had significantly higher scores than those about unpleasant ones, indicating that Sentiment Analysis can be used to identify learners’ emotions while using technology. Our findings suggest that automatic emotion detection tools can be used in combination with human judgments for data triangulation.

本研究检验了情感分析（也称为 Emotion-AI）在分析翻译学员关于他们使用翻译记忆系统 (TM) 的经历的学习叙述方面的有效性。学生们被要求描述他们是如何学习的，以及这种经历是愉快的还是不愉快的。然后使用情感分析自动分析叙述文本，并将情感成分量化为情感分数，该分数包括极性，即积极与消极，以及情感的大小（以数字表示）。结果表明，关于愉快学习经历的叙述得分明显高于关于不愉快学习经历的叙述，这表明情感分析可用于识别学习者在使用技术时的情绪。我们的研究结果表明，自动情绪检测工具可以与人类判断结合使用以进行数据三角测量。

Keywords

Sentiment Analysis, translation memory, emotions, human-computer interaction

情感分析，翻译记忆，情感，人机交互

STRATEGIES USED IN THE ENGLISH TRANSLATION OF CULTURAL EXPRESSIONS OF THE SHORT STORY “TEN RUPEES”

Tania Ali Khan

Abstract

This study aims to find out the different translation strategies used in the translation of cultural expressions of the short story “Ten Rupees” written by Saadat Hasan Manto and translated into the English language by Matt Reeck and Aftab Ahmad in 2010. The research design of the study is qualitative and quantitative since the aim of the study is to find out the categories of cultural expressions and also to find out the translation strategies used by translators in rendering these cultural words and expressions in the target language. Therefore, the corpus of the study comprises 80 cultural expressions which were randomly selected from the entire short story. To analyze these cultural expressions, Newmark’s distribution of cultural terms and analytical framework is used. The findings of the study show that gestures and habits, which is the fifth category in Newmark’s model, is used the most throughout the text and the least used cultural category is ecology and social organization. In addition, ten different translation strategies were used by translators in rendering the source language Urdu into the target language English. Namely transference, cultural equivalent, functional equivalent, descriptive equivalent, modulation, componential analysis, synonymy, couplets, shifts and transposition, and paraphrasing.

本研究旨在找出由 Saadat Hasan Manto 撰写并于 2010 年由 Matt Reeck 和 Aftab Ahmad 翻译成英文的短篇小说“十卢比”的文化表达翻译中使用的不同翻译策略。研究设计研究是定性和定量的，因为研究的目的是找出文化表达的类别，并找出译者在将这些文化词汇和表达翻译成目标语言时使用的翻译策略。因此，该研究的语料库包括从整个短篇小说中随机选择的 80 个文化表达。为了分析这些文化表达，使用了纽马克的文化术语分布和分析框架。研究结果表明，姿势和习惯是纽马克模型中的第五类，在整个文本中使用最多，使用最少的文化类别是生态和社会组织。此外，翻译人员使用十种不同的翻译策略将源语言乌尔都语翻译成目标语言英语。即移情、文化对等、功能对等、描述对等、转调、成分分析、同义词、对联、转换和换位以及释义。

Keywords

translation, translation strategies, cultural expressions, Ten rupees, Newmark’s distribution

翻译，翻译策略，文化表现形式，十卢比，纽马克分布

TEACHING SPECIALIZED TRANSLATION: CURRICULUM DESIGN OF AN ONLINE MASTER COURSE IN LEGAL TRANSLATION

Claudia Förster Hegrenæs, Jan Roald, Beate Sandvei and Ingrid Simonnæs

Abstract

In times of the Covid-19 pandemic, the use of online platforms for teaching purposes accelerated, and remote learning and teaching gained ground in the field of Translation & Interpreting Studies (TIS). In this paper, we discuss the curriculum design of JurDist, a master’s course in legal translation, which has been offered as an online course for the language combinations Norwegian – English/French/German/Spanish since 2013. We describe, in detail, today’s curriculum and discuss modifications to the teaching, implemented in the spring semester of 2021. The modifications aim at improving the students’ performance in accordance with current research in translation theory (i.e., translation competence development) and in line with current approaches to learning and teaching (e.g., taxonomies describing different levels and kinds of understanding). Consequently, the curriculum design and the modified approach to teaching aim at enhancing the students’ professional skills in the field of legal translation. Although this teaching approach is applicable to both online teaching and the physical classroom, we describe its implementation in an online teaching environment only. Online teaching in all its facets has come to stay, also within TIS. We contribute to this development with our experience in teaching specialized translation online since 2013, which predates the recent pandemic.

在 Covid-19 大流行期间，在线平台的教学速度加快，远程学习和教学在翻译和口译研究 (TIS) 领域取得了进展。在本文中，我们讨论了法律翻译硕士课程 JurDist 的课程设计，自 2013 年以来，该课程已作为挪威语-英语/法语/德语/西班牙语组合语言的在线课程提供。我们详细描述了今天的 课程并讨论 2021 年春季学期实施的教学修改。这些修改旨在根据当前翻译理论研究（即翻译能力发展）和当前的学习和教学方法提高学生的表现 （例如，描述不同层次和种类的理解的分类法）。因此，课程设计和改进的教学方法旨在提高学生在法律翻译领域的专业技能。虽然这种教学方法既适用于在线教学，也适用于实体课堂，但我们仅描述其在在线教学环境中的实施。在线教学的方方面面都得到了保留，也在 TIS 内。自 2013 年以来，我们在在线教授专业翻译方面的经验为这一发展做出了贡献，这比最近的大流行还早。

Keywords

knowledge in the legal domain, legal genres, translation strategies, cultural awareness, linguistic competence, translation didactics

法律领域的知识，法律体裁，翻译策略，文化意识，语言能力，翻译教学法

THE USE OF SUBTITLING IN GENERAL TRANSLATION COURSES: AN EMPIRICAL STUDY OF THE EFFECTS OF SUBTITLING ACTIVITIES ON THE DEVELOPMENT OF STUDENTS­' TRANSLATION COMPETENCE

Sonia González Cruz

Abstract

Several academics have focused their research on analyzing the educational benefits of including specific subtitling modules within translator training aiming at training professional subtitlers (Blane, 1996; Klerkx, 1998; Williams & Thorne, 2000; Díaz-Cintas, 2001; Neves, 2004; Bartoll & Orero, 2008; Díaz-Cintas, 2008; Kruger, 2008; Bartrina, 2009). Although some of these authors (Klerkx, 1998; Neves, 2004; Kruger, 2008) pointed out the impact that subtitling has on the acquisition and development of general translation skills and argued in favor of its inclusion in general translation courses, there are still few studies dedicated to analyzing the use of active subtitling in non-audiovisual translation courses. Only three relevant qualitative studies (Kiraly, 2005; Incalcaterra 2009, 2010; Beseghi, 2018), a quasi-experimental study (Talaván & Ávila-Cabrera, 2015) and a didactic proposal (Orozco, 2009) that address the use of active interlinguistic subtitling in the field of translator training are registered. Along this line of research, this article presents an empirical experimental study based on the application of subtitling skills in general translation courses which is carried out in the context of translator training at BA level.

一些学者将他们的研究重点放在分析在旨在培训专业字幕员的翻译培训中包括特定字幕模块的教育好处（Blane，1996 年；Klerkx，1998 年；Williams & Thorne，2000 年；Díaz-Cintas，2001 年；Neves，2004 年；Bartoll & Orero，2008 年；Díaz-Cintas，2008 年；Kruger，2008 年；Bartrina，2009 年）。尽管其中一些作者 (Klerkx, 1998; Neves, 2004; Kruger, 2008) 指出了字幕对一般翻译技能的习得和发展的影响，并主张将其纳入一般翻译课程，但仍然很少有人 致力于分析在非视听翻译课程中使用主动字幕的研究。只有三项相关的定性研究（Kiraly，2005 年；Incalcaterra 2009 年，2010 年；Beseghi，2018 年）、一项准实验研究（Talaván & Ávila-Cabrera，2015 年）和一项教学建议（Orozco，2009 年）解决了主动中介语的使用 翻译培训领域的字幕已注册。沿着这一研究方向，本文提出了一项基于字幕技巧在普通翻译课程中的应用的实证实验研究，该研究是在 BA 级别的翻译培训背景下进行的。

Keywords

active subtitling, translator training, translation competence, general translation

主动字幕，翻译培训，翻译能力，一般翻译

MULTIMODALITIES IN DIDACTIC AUDIOVISUAL TRANSLATION: A TEACHERS´ PERSPECTIVE

Alicia Sánchez-Requena, Paula Igareda y María Bobadilla-Pérez

Abstract

In the last two decades, the use of audiovisual translation (AVT) in the foreign language classroom has been consolidated as an extremely useful tool for improving communication, mediation, intercultural and ICT skills. Research has shown that it is highly motivating for students (Lertola & Talaván, 2020; Talaván, 2019). However, previous studies on teachers’ perceptions of the validity of didactic AVT (Alonso-Pérez & Sánchez-Requena, 2018; Sokoli et al., 2011) highlighted areas in need of improvement in the field. With this in mind, the article explores the integration of five AVT modalities (subtitling, voiceover, dubbing, audio description and subtitling for the deaf and hard of hearing) in one autonomous learning sequence of 15 lesson plans, as designed by members of the research project TRADILEX, funded by the Spanish Ministry of Science, Innovation and Universities. This paper analyses the results of a questionnaire completed by teachers (N=30) who supervised the implementation of this learning sequence in B1 and B2 proficiency level courses from higher education language centres.

The main aim of this article is to determine to what extent this new approach addresses the weaknesses observed by teachers in previous studies. The analysis of the gathered data led to conclude that teacher training in didactic AVT significantly improves the implementation of the methodology. Besides that, the comprehensive approach of the TRADILEX sequence, including the five AVT modalities, allowed teachers to identity which modality is better suited for their teaching practice. On the other hand, high dependence on technology and motivation were two of the main concerns shown by teachers which require further research.

在过去的二十年中，视听翻译 (AVT) 在外语课堂中的使用得到巩固，成为提高沟通、调解、跨文化和 ICT 技能的极其有用的工具。研究表明，它对学生有很强的激励作用（Lertola & Talaván，2020；Talaván，2019）。然而，之前关于教师对教学 AVT 有效性看法的研究（Alonso-Pérez & Sánchez-Requena, 2018; Sokoli et al., 2011）强调了该领域需要改进的领域。考虑到这一点，本文探讨了将五种 AVT 模式（字幕、画外音、配音、音频描述和为聋人和听障人士制作的字幕）整合到一个由研究成员设计的 15 个课程计划的自主学习序列中 TRADILEX 项目，由西班牙科学、创新和大学部资助。本文分析了由教师 (N=30) 完成的问卷调查结果，他们监督高等教育语言中心 B1 和 B2 水平课程中这一学习顺序的实施。

本文的主要目的是确定这种新方法在多大程度上解决了教师在以往研究中观察到的弱点。对收集到的数据的分析得出结论，教学 AVT 的教师培训显著改善了该方法的实施。除此之外，TRADILEX 序列的综合方法，包括五种 AVT 模式，使教师能够确定哪种模式更适合他们的教学实践。另一方面，对技术的高度依赖和动机是教师表现出的两个主要问题，需要进一步研究。

Keywords

didactic audiovisual translation, foreign language education, teachers’ perspectives, TRADILEX project

教学视听翻译，外语教育，教师视角，TRADILEX 项目

OUTLINE OF A DIDACTIC FRAMEWORK FOR COMBINED DATA LITERACY AND MACHINE TRANSLATION LITERACY TEACHING

Ralph Krüger, Janiça Hackenbuchner

Abstract

This paper outlines a didactic framework for combined data literacy and machine translation (MT) literacy teaching for translation and specialised communication students. The framework is being developed in the context of the DataLitMT project, a publicly funded project at the Institute of Translation and Multilingual Communication at TH Köln – University of Applied Sciences, Germany, which develops didactic resources for teaching data literacy in its translation-specific form of MT literacy to students of BA and MA programmes in translation and specialised communication studies. After discussing the high relevance of machine trans-lation literacy and data literacy in professional translation contexts, the paper introduces the DataLitMT project and discusses a framework of professional MT literacy and an MT-oriented data literacy framework, which form the two theoretical pillars of the project. Also, the interface between MT literacy and data literacy will be illustrated by showing how specific (sub)dimensions of data literacy can be mapped to relevant (sub)dimensions of professional MT literacy. Finally, the paper presents some preliminary didactic resources of the DataLitMT project – concerned with social biases in MT, with MT training data preparation and with automatic MT quality evaluation – and discusses how these resources can be used to teach specific (sub)dimensions of data literacy and professional MT literacy to students in the fields of translation/specialised communication studies.

本文概述了针对翻译和专业通信专业学生的数据素养和机器翻译 (MT) 素养相结合的教学框架。该框架是在 DataLitMT 项目的背景下开发的，DataLitMT 项目是德国科隆应用科学大学翻译和多语言交流研究所的一个公共资助项目，该项目开发教学资源，以特定翻译形式教授数据素养 翻译和专业传播研究学士和硕士课程学生的机器翻译素养。在讨论了机器翻译素养和数据素养在专业翻译环境中的高度相关性之后，本文介绍了 DataLitMT 项目，并讨论了专业 MT 素养框架和面向 MT 的数据素养框架，它们构成了机器翻译的两大理论支柱。项目。此外，机器翻译素养和数据素养之间的接口将通过展示数据素养的特定（子）维度如何映射到专业机器翻译素养的相关（子）维度来说明。最后，本文介绍了 DataLitMT 项目的一些初步教学资源——关注 MT 中的社会偏见、MT 训练数据准备和自动 MT 质量评估——并讨论了如何使用这些资源来教授特定（子）维度的数据 为翻译/专业传播研究领域的学生提供读写能力和专业机器翻译素养。

Keywords

data literacy, professional machine translation literacy, neural machine translation, translation didactics, DataLitMT

数据素养，专业机器翻译素养，神经机器翻译，翻译教学法，DataLitMT

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