=Paper=
{{Paper
|id=Vol-2433/paper17
|storemode=property
|title=Information and technology case as an indicator of information competence level of the translator
|pdfUrl=https://ceur-ws.org/Vol-2433/paper17.pdf
|volume=Vol-2433
|authors=Svitlana M. Amelina,Rostyslav O. Tarasenko,Albert A. Azaryan
|dblpUrl=https://dblp.org/rec/conf/cte/AmelinaTA18
}}
==Information and technology case as an indicator of information competence level of the translator==
https://ceur-ws.org/Vol-2433/paper17.pdf
266
Information and technology case as an indicator of
information competence level of the translator
Svitlana M. Amelina1[0000-0002-6008-3122], Rostyslav O. Tarasenko1[0000-0001-6258-2921]
and Albert A. Azaryan2[0000-0003-0892-8332]
1 National University of Life and Environmental Sciences of Ukraine,
15, Heroiv Oborony Str., Kyiv, 03041, Ukraine
svetlanaamelina@ukr.net, r_tar@nubip.edu.ua
2 Kryvyi Rih National University, 11, Vitali Matusevich Str., Kryvyi Rih, 50027, Ukraine
azaryan325@gmail.com
Abstract. The article deals with the innovative approach to the organization of
the information training of translators. The proposed approach will ensure not
only the formation of information competence of future translators, but also the
formation of an individual information and technology case of the translator. The
components of an individual information and technology case are determined.
They may include electronic terminology databases, translation memory
databases for use in automated translation systems, databases of electronic links
to terminological resources network, databases of electronic links to corpora of
parallel texts. The using information and technology case of the translator as one
of the diagnostic tools for evaluating the information competence level of the
translator is proposed. It was found that the creating information and technology
case is effective in developing information literacy and improving information
technology skills.
Keywords: innovative approach, information technology, information and
technology case, information competence of future translators.
1 Introduction
The realities of the information society lead to radical changes in the conditions and
nature of professional activities of specialists in all spheres of life. Special
transformations relate to professions that have traditionally been not closely linked with
the use of information technology, in particular, professional translation activities.
Appropriate reorientation is also needed in higher education institutions that train
translators. Given the rapid development of information technologies that affect, in
particular, scientific and technical translation, and based on a competent approach to
the training future professionals, it is important to focus on the development of
information competence of translators. The development of this competence will
enhance the competitiveness of current students in the market of translation services.
In view of this, the search and implementation of innovative approaches to information
training of translators in the process of their study is relevant.
___________________
Copyright © 2019 for this paper by its authors. Use permitted under Creative Commons License
Attribution 4.0 International (CC BY 4.0).
267
2 Related work
The specification of an optimal translator’s competencies complex that meets modern
requirements and takes into account the technology of translation activities was
investigated by domestic and foreign scientists, in particular, Oleksandr S.
Bondarenko [4], Christiane Nord [8], Alla S. Olkhovska [9], Dennis Scheller-Boltz
[11], and others. All researchers agree that, along with language knowledge, the
knowledge of modern translation tools based on specialized information technologies
is equally important.
In particular, Dennis Scheller-Boltz notes that in the CIS countries today there is no
understanding of the integral complex of competencies of the professional translators,
or it is only partial and has not sufficiently developed yet. So far, many translators
believe that language competence is a dominant in the translation process. Without
denying that knowledge of a foreign language is one of the main components of the
translator’s competencies complex, the scientist states that nonetheless, many other
competencies, in particular informational, should be formed for the successful
translation [11].
The Research group PACTE (Process in Acquisition of Translation Competence and
Evaluation – Amparo Hurtado Albir (director), Allison Beeby, Mònica Rodríguez
Fernández, Olivia Fox, Inna Kozlova, Anna Kuznik, Wilhelm Neunzig, Patricia
Rodríguez-Inés, Lupe Romero Ramos), on the basis of the Autonomous University of
Barcelona (Universitat Autònoma de Barcelona), has developed a model of competence
of the translator, emphasizing the need to take into account the knowledge of various
components due to the translation process. According to scientists, the competence of
the translator consists of five subcompetencies, namely:
─ language competence, that involves fluent knowledge of two languages,
─ extra-language competence, that covers different types of background knowledge,
─ translation competence, that means the ability to translate in working languages,
─ strategic competence, related to knowledge and decision making on the choice of
translation strategy,
─ instrumental competence, related to modern information tools of translator based on
information technologies [10].
In order to develop information and technological skills, Christiane Nord offers the
structure of a training program for technical translators, according to which the course
“Practice and theory of specialized translation” should be studied during the last two
semesters and involve studying both traditional and electronic translation tools [8].
However, despite the available work of scientists, an effective system of formation
of the information competence of the translators has not been developed yet.
The purpose of the article is to consider innovative approaches to the information
training of the future translators at different stages of mastering information
technologies and to determine their content and tasks in relation to the formation of an
individual information and technological case of the translator.
268
3 Research methodology
The methodology of the study covered a number of methods that provided for the study
of individual aspects of the problem, namely:
─ method of analysis and synthesis in the study of scientific literature and
methodological documentation to determine the degree of problem investigation;
─ comparative analysis of international standards for the training translators, standards
for their professional activities to distinguish the main components of the
informational competence of future translators;
─ empirical methods – questionnaires, interviews, interviews to determine the attitude
of future translators to the issue of information competence.
4 Research results
The problem of forming the informational competence of future translators during their
studies at the university is considered in the context of concepts developed by scientists.
They are based on numerous theoretical and empirical studies on the implementation
into the educational process of various forms of educational work, methods and means
of training that in aggregate contribute to the achievement of students by such level of
knowledge of information technology, which is necessary for successful professional
activities.
It is worth noting that the researchers expressed the idea of a close relationship of
information competence and ways of interaction of a person with information, which is
determined by a set of three main components: information technology, conditions of
use of information and features, due to special circumstances. This understanding has
been reflected in a distinct complex of concepts that summarize the main characteristics
of the information competence:
─ information technology conception – using information technology for information
retrieval and communication;
─ information sources conception – finding information;
─ information process conception – executing a process;
─ information control conception – controlling information;
─ knowledge construction conception – building up a personal knowledge base in a
new area of interest;
─ knowledge extension conception – working with knowledge and personal
perspectives adopted in such a way that novel insights are gained;
─ wisdom conception – using information wisely for the benefit of others [5].
Variable components, which depend on the particular circumstances of use of the
information, are as follows:
─ information technology for access to relevant information;
269
─ information sources (including organizational structures and information
specialists);
─ information process for problem solving and decision making;
─ information management to get more information;
─ critical analysis of ideas and knowledge expansion;
─ intuition to develop new ideas;
─ personal values and moral perceptions regarding the use of information.
Taking into account the aforementioned, the successful mastering of the modern
translator’s tools by the future specialist depends on his awareness of the growing
prospect of no alternative to the use of information technology in translation. In order
to determine the degree of awareness of the role of information technology in
translation activities at the present stage and the importance of their study during the
training period, a questionnaire was conducted among future translators. 68 students of
the specialty “Translation” of the National University of Life and Environmental
Sciences of Ukraine attended it. As a result, it was found, that 87% of students noted
the need to study information technology in translation. In addition, 26% of respondents
even expressed the need for an in-depth study of modern translator tools based on
information technology. This testifies to the urgency of finding new approaches to the
organization of the educational process in order to improve the information training of
translators.
Among the innovations that can contribute to improving the effectiveness of
informational competence formation in future translators, the following should be
noted:
─ orientation of professional training of translators to the requirements of European
and international standards for the formation of information competence as a factor
in ensuring their competitiveness in labor markets;
─ direction of the content of courses of professional and practical training for forming
the components of information competence;
─ implementation into the curriculum of a special course, which will ensure the
formation of the components of information competence in applying modern
information technology in professional activities;
─ internships in translation agencies using modern tools based on information
technology involving students to the main stages of translation projects [2].
The enhancement of the synergetic effect in applying these innovations in mastering
modern information technologies by future translators can be achieved by introducing
such a system of their training that would involve the formation of their information
competence. It includes the acquisition of abilities through the implementation of a
complex of translation tasks with simultaneous filling throughout the period of training
of an individual information and technology case of the translator. Under the
information and technology case of a translator, we understand the complex of student
outcomes, which reflects his ability to use information technology in translation and for
which he must focus his efforts during studying.
270
The conceptual idea of such an approach is that the student develops, at the initial
stage of training, under the guidance of a tutor, his own working plan for the period of
study, which includes a phased implementation of a series of tasks aimed at:
─ in-depth mastery of the terminology of several specialized branches;
─ search for available terminology resources databases, including those selected for
in-depth study;
─ development of own terminology databases in formats that can be used when
working with automated translation systems;
─ formation of bases of aligned parallel texts and translation memories databases in
specialized formats based on the results of their own translation activities and using
materials that are freely available;
─ translation of branch materials using desktop and cloud automated translation
systems;
─ expansion of its own information space by participating in network professional
communities (forums, blogs, webinars, conferences);
─ research on the efficiency of the use of information technology in translation.
Successful implementation of this process can be achieved by clearly defining the
results that a student must achieve; stages of achieving these results; the components of
the information competence of the translator, the formation of which ensures the
execution of the specified set of tasks. It is worth noting that it is necessary to adhere
to the definition of the structure of the stages of such activity, their correlation with the
classical division of the educational process for periods, and most importantly with the
levels of knowledge by future translators of information technology [2].
Considering in this context the process of forming a coherent structure of the
informational competence of the future translators, it is worth noting that its content
should be consistent with the standards of leading foreign countries that regulate the
quality and order of providing translation services. The most common of these
standards are International ISO 17100:2015 “Translation Services – Requirements for
translation services” [7] and American ASTM F2575-14 “Standard Guide for Quality
Assurance in Translation” [3]. These standards define a common list of competencies
of the translator, which generally coincide in name and content, and in particular, the
structure of information competence.
An important aspect in shaping the structure of the information competence of the
translator is taking into account the elements of information competence identified in
the European Master’s program (European Master’s in Translation) [6].
Summarizing the requirements of these documents and the experience of training
translators, we consider it appropriate to form the information competence of the
translator in the list of components that cover the most significant aspects of their
information training, namely the complex of such components:
─ information retrieval component;
─ information and technology component;
─ informational and technical component;
─ informational and analytical component;
271
─ information and editorial component;
─ informational and thematic component;
─ information and legal component [12].
By concentrating on filling the information and technology case of a translator by each
student, it is necessary to determine its components in a quantitative and qualitative
dimension, because of which it will be possible to assess the level of formation.
Given that such levels can be used as indicators of the formation of an information
competence of a translator, each level should have a separate set of constituents with
defined quantitative indicators, or these components can be repeated at different levels
but with other numerical limits. In addition, each higher level must contain at least one
component that was not available at the previous level and is characterized by a higher
complexity of its implementation. The number of levels for the expediency of
determining the completeness of the information and technology case of the translator
should be defined as four, which corresponds to the levels of formation of the
information competence of the translator: low (reproductive), medium (technologized);
sufficient (constructive), high (productive) [12].
Considering the above, the information and technology case of a translator may
include several indicator. The list and the quantity may vary, and depending on the level
of their implementation, it will be possible to determine the level of formation of the
student’s information competence. In particular, such components may include:
─ database of software products for performing various translation tasks, taking into
account information about the type and value of the license;
─ databases of electronic links to network terminology resources;
─ electronic terminology databases of branch terminology;
─ databases of aligned parallel texts;
─ translation memory databases for use in automated translation systems;
─ database of texts translated using CAT systems;
─ databases of electronic links to corpora of parallel texts;
─ database of network professional communities, registration and participation;
─ scientific articles covering various aspects of the use of information technologies in
translation;
─ certificates of internship in agencies and organizations, including international ones,
using information technology in translation;
─ certificates of the level of knowledge of specialized software in translation
(companies, their dealers, certification centers, etc.).
The practical realization of the components of this complex must certainly be provided
for the instrumental support, which in this case is realized by means of specialized
software. Since it is about using this software by students during training, it is worth
noting that the use of professional proprietary software has certain limitations
associated with its cost. In this regard, students should be oriented, preferably, to
studying and using for these purposes software with a free license, or cloud services
with available periods of free access or access for a minimum fee. This option of using
specialized software by students is realistic, as a significant number of companies offer
272
services on the use of cloud-based automated translation systems, which implement the
functions of creating terminology bases, aligning parallel texts, creating databases for
translation, etc. The presence of such functions will allow realizing the overwhelming
part of the set of components of the information and technology case of the translator.
Such systems are MemSource, Wordfast Anywhere, XTM Cloud, MateCat, MemoQ,
smartCAT. There is also a significant number of desktop software products with open
source licensed, that have similar features.
As noted, one of the components of the information and technology case is the
electronic terminology database of the branch terminology. The ability to implement
such a component lies at the heart of many technological processes associated both with
translation and with terminology management. In particular, it should be noted that,
depending on the needs, such databases could be made in different structures, in
different formats and by different software tools [1].
The simplest and most widespread form of structuring terminological entries and
forming terminology databases on this basis is the tabular form that is usually
implemented by means of the MS Excel table processor and the saving results in the
format of XLSX. Applying this option allow to structure the terminology entries in the
columns by language, and within the line, there is a concentration of entries, which
relate to one term. The advantages of such structuring terminological data and using the
appropriate format are:
─ wide access to relevant software products in the structure of many desktop and
network office packages (Office 2019; Office 365; Google Sheets, etc.), with the
help of which it is possible to structure data in tabular form and save results in XLSX
format;
─ previous experience with the use of tabular editors and processors for structuring
data in tabular form;
─ universality of the XLSX format for saving terminology databases, since almost all
network automated translation systems and part of desktop systems can work with
them directly in this format or with certain transformations to their own format.
The slight differences in the preparation of terminology databases in the XLSX format
for various automated translation systems lie predominantly in the area of application
of the corresponding language coding systems in accordance with the standards ISO
639-1 and ISO 3166-1 alpha-2 (Figures 1, 2). Although in some cases, it is necessary
to take into account possible changes in the structure of the base.
Taking into account the peculiarities of the preparation of this component of the
information and technology case of the translator, its formation with different
quantitative indicators should be part of the case formed at the initial and subsequent
levels.
The higher level of the formation of the case, and, accordingly, the information
competence, must meet the developed terminology database in specialized formats,
which can be connected to the common automated translation systems. In particular,
SDLTB terminology databases for SDL Trados (Figure 3) can be included. Despite the
fact that SDL MultiTerm specialized terminological management system is required to
create and fill it, it is possible to achieve qualitatively new indicators of their
273
informativeness and technology, in particular by filling descriptive fields, using
filtering functions, etc. In this context, it is necessary to focus separately on the
possibility of filling the information-technological case by forming and saving
terminology bases directly in the environment of the СAT systems. Since almost all
cloud-based СAT systems contain tools for filling them in various ways, in particular,
importing terms from files, adding terms using the appropriate forms and functions
(Figure 4), adding terms directly in the translation process, etc. Such options can be
implemented during the period of work with the information technology case using the
available tools.
Fig. 1. Structure of the branch terminology database in XLSX format with the possibility of
using it in cloud-based CAT systems XTM Cloud, MemSource, Wordfast Anywhere
Fig. 2. Structure of the branch terminology database in the format of XLSX with the possibility
of its further conversion and use in the SDL Trados
A special place in the structure of the components of the information and technology
case of the translator take the translation memory, since it is based on the work of the
main modern tools in translation, namely, automated translation systems. A future
translator can reach a certain level of filling his own translation memory databases
during studying by performing appropriate operations and using specialized tools. In
particular, the most accessible in this aspect may be actions aimed at the use of
predefined databases of aligned parallel texts in appropriate formats for filling such
databases, or saving the results of translations by using automated translation systems.
274
That is, the implementation of this component of the information technology case is
closely related to two other components, namely, the formation of a database of aligned
parallel texts and the development of a translation memory database using CAT
systems.
Fig. 3. Structure of the window and tools of the SDL MultiTerm system for working with the
terminology database in .sdltb format.
Fig. 4. Structure of the window and tools of the cloud-based СAT system MemSource for
working with the terminology database
Alignment of parallel texts can be done both with the use of desktop systems and with
the toolkit that is in the structure of cloud-based CAT systems. In particular, a powerful
tool for aligning parallel texts is the WinAlign program, which is part of the structure
of the SDL Trados system, but it relates to proprietary software. To this end, the
software Okapi Olifant Translation Memory Editor, which has a free license for use,
can be successfully used and, accordingly, is available for use in the studying process
275
and in self-study work. These software products can save the alignment results of
parallel texts in a specialized TMX format that can be directly used as a translation
memory database in some CAT systems, and it serves for such systems as SDL Trados
as the main resource for importing into a database stored in SDLTM format.
As noted, alternatives to desktop systems may be appropriate tools for cloud-based
systems. The process of aligning parallel texts in cloud-based CAT systems occurs
mainly in automatic mode, with subsequent loading of files in the format XLSX to a
personal computer (Figure 5).
Fig. 5. Fragment of aligned parallel texts base by cloud-based CAT system MemSource in the
format of XLSX
Formation of other identified components of the information and technology case of a
translator is no less important than those discussed in more detail above and is an
important indicator of students’ knowledge of the information technologies used in
translation process.
The results of systematization of the aforementioned aspects of the formation of the
components of the information and technology case of the translator in quantitative and
qualitative dimensions, which are correlated with the levels of formation of information
competence, are given in Table 1.
The structuring of data summarized in the data table concerning the qualitative and
quantitative indicators of the information and technology case of the translator can be
used as one of the diagnostic tools for determining the levels of formation of the
information competence of the translator, which was carried out during the
experimental study.
276
Table 1. The correlation of the results of the formation of an information and technology case
of a translator with the level of information competence
The for- The
mation level
level of of the
Quantitative indicators
infor- infor-
Components of information and technology of the components of the
mation mati-
case information technology
and on
case
techno- com-
logy pe-
case tence
Database with a list of software products for low
Up to 5 products
performing various translation tasks (re-
І Database of electronic links to network pro-
Up to 5 links
terminology resources ducti-
Electronic terminology databases in XLSX format Up to 500 terms ve)
Database with a list of software products for
At least 10 products
performing various translation tasks
medi-
Electronic terminology databases in XLSX format At least 2000 terms
um
Databases of aligned parallel texts Up to 1000 segments
ІІ (tech-
Database of electronic links to corpora of parallel
Up to 5 links nolo-
texts
gized)
Database of network professional communities,
Up to 5 links
registration and participation
Electronic terminology databases in formats
At least 5000 terms
XLSX, SDLTB
Databases of aligned parallel texts More than 5000 segments
Translation memory bases for use in automated
More than 7000 segments suffi-
translation systems
cient
More than 50,000
ІІІ Base of texts translated using СAT systems (con-
characters
struc-
Database of network professional communities, Up to 5 links and
tive)
registration and participation participation in 1 of them
Scientific publications Up to 2 publications
Certificates of internship in agencies and
Not less than 1
organizations
Electronic terminology databases in formats
At least 7000 terms
XLSX, SDLTB
Translation memory bases for use in automated More than 15,000
translation systems segments
More than 50,000
Base of texts translated using СAT systems high
characters
(pro-
IV Database of network professional communities, Up to 7 links and
duc-
registration and participation participation in 2 of them
tive)
Certificates of the level of skills of the use of
Not less than 1
specialized software in translation
Certificates of internship in agencies and
Not less than 2
organizations
Scientific publications More than 2 publications
277
The overall sample consisted of 96 students. They were assigned to experimental
group and control group so that each group comprised 48 students. The analysis carried
out at the end of the experiment based on control diagnosis showed significant changes
in the experimental group (Table 2).
Table 2. Dynamics of formation levels of information competence
Control group Experimental group
at the beginning of at the end of the at the beginning of at the end of the
Levels
the experiment, experiment, the experiment, experiment,
% % % %
low
68.1 59.6 69.6 15.2
(reproductive)
medium
31.9 38.3 30.4 43.5
(technologized)
sufficient
0.0 2.1 0.0 34.8
(constructive)
high
0.0 0.0 0.0 6.5
(productive)
In particular, the number of students in the experimental group, which had a low
level of information competence formation at the beginning of the experiment,
decreased from 69.6% to 15.2%. At the same time, positive dynamics is observed also
at the average level, where the growth was 13.0%. The effectiveness of the study of
information technology, typical of translation process, to increase the level of
information competence of future translators is that 34.8% of students have reached a
sufficient level and 6.5% the high level, although at the beginning of the experiment
there were no students at all such levels of information competence.
5 Conclusions and future work
Based on the study, an approach has been proposed that can contribute to the
achievement of high efficiency in the formation of an integral structure of information
competence of translators. This approach is based on the orientation of the student on
the creation of an information and technology case of the translator. It is determined
that the indicator of the level of formation of information competence is the
completeness of a certain set of components of such a case. The translator’s information
technology case includes a set of components that reflect a list of the most important
information, terminological and technological resources that can contribute to the
successful implementation of translation projects in educational and professional
activities.
Thus, it is possible to create the prerequisites for successful start of professional
activity of future translators, determining and evaluating the completeness and level of
formation of the translator’s information and technology case during the
implementation of an individual plan by each student. It is due to the availability of
278
important developments in information resources and knowledge of information
technologies with a confirmed level of formation of information competence.
Findings of the present study have revealed the need to undertake further research
works in many related areas. Further scientific studies may be related to the
development of methodological aspects of the formation of the components of the
information and technology case of the translator.
References
1. Amelina, S.M., Tarasenko R.O.: Studying technologies for creating electronic
terminological bases in the process of professional training of translators. Information
Technologies and Learning Tools 60(4), 105–115 (2017). doi:10.33407/itlt.v60i4.1738
2. Amelina, S.M., Tarasenko, R.O.: The essence of the stages of forming the information
competence of the translator. Information Technologies and Learning Tools 67(5), 44–55
(2018). doi:10.33407/itlt.v67i5.2276
3. ASTM F2575-14, Standard Guide for Quality Assurance in Translation. ASTM
International, West Conshohocken. https://www.astm.org/Standards/F2575.htm (2014).
Accessed 21 Mar 2018
4. Bondarenko, О.: Computer-aided tools (CAT) literacy at Ukrainian universities: practices
of implementation. Naukovi zapysky KDPU. Seriia: Filolohichni nauky (Movoznavstvo)
146, 648–650 (2016)
5. Bruce, C.S.: The seven faces of information literacy. AUSLIB Press, Adelaide (1997)
6. European Master’s in Translation. Competence Framework 2017.
https://ec.europa.eu/info/sites/info/files/emt_competence_fwk_2017_en_web.pdf (2017).
Accessed 21 Mar 2018
7. ISO 17100:2015. Translation Services – Requirements for translation services.
https://www.iso.org/standard/59149.html (2015). Accessed 21 Mar 2018
8. Nord, C.: Loyalty and Fidelity in Specialized Translation. Confluências – Revista de
Tradução Científica e Técnica 4, 29–41 (2006)
9. Olkhovska, A.S. Eksperymentalna perevirka efektyvnosti navchannia maibutnikh
perekladachiv pysmovoho perekladu iz zastosuvanniam informatsiino-komunikatsiinykh
tekhnolohii (Experimental Testing of the Efficiency of Teaching Students Majoring in
Translation to Translate Using Information and Communication Technologies). Visnyk
Kyivskoho natsionalnoho linhvistychnoho universytetu, Seriia: Pedahohika ta psykholohiia
27, 98–107 (2017)
10. PACTE, Beeby, A., Fernández Rodríguez, M., Fox, O., Hurtado Albir, A., Kozlova, I.,
Kuznik, A., Neunzig, W., Rodríguez-Inés, P., Romero Ramos, L.: Une recherche empirique
expérimentale sur la compétence de traduction". In: Gouadec, D. (ed.) Quelle qualification
pour les traducteurs?, pp. 95–116. La Maison du Dictionnaire, Paris (2007)
11. Scheller-Boltz, D.: Kompetenzanforderungen an Übersetzer und Dolmetscher. In: Das
Wort. Germanistisches Jahrbuch Russland, pp. 213–233. DAAD, Bonn (2010)
12. Tarasenko, R.O.: Formuvannia informatsiinoi kompetentnosti maibutnikh perekladachiv
dlia ahrarnoi haluzi: teoriia i praktyka (Formation of informational competence of the future
translators for the agrarian sector: theory and practice). Komprint, Kyiv (2015)