The article deals with the issues of improving the technological training of translators by introducing innovative elements within special courses or modules. A unification of the study of the same key operations of managing terminological resources in automated translation systems, which are used to support both simultaneous interpretation and translation, is proposed. The analysis of software products from the category of CAI (Computer-Assisted Interpreting) and CAT (Computer-assisted translation) for the revealing common characteristics in the aspect of working with terminological resources is made. An attempt has been made to optimize the technological training of translators for performing operations of search, selection, structuring, import, export of terminology, which is organized in the form of specialized terminological bases. The expediency of studying by future translators at least one of the software products related to САІ, one to cloud-based САТ, and one to desktop САТ is justified. The principles on which the process of optimizing the content and organizing the technological training of translators should be based are determined.
1.1
With the rapid development of information technologies, they are widely introduced in all areas of professional activity, even in those where their use was not decisive for the effective achievement of high results. These technologies have already become an integral part of the translation technologies, but the area of simultaneous interpretation, until recently, had little in common with the achievements that can be drawn from them.
However, the day-to-day work of an interpreter is becoming more diverse, requiring
new ways to solve complex professional tasks. The usual functions of the translator are
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changing, new horizons of the professional field of his activity are opening up, and
combinations of various types of translation appear. In particular, the emergence of
socalled trans-interpreter, that is, translators who combine translation and interpretation,
is already noted, as evidenced by the new designation of their activities, made up of
two words (English: translator and interpreter) [
The purpose of the article is to analyse the content of the technological training of translators and to improve it by unifying the study of basic operations with terminological resources when performing translation and simultaneous interpretation using automated translation systems.
To achieve this goal, theoretical and experimental research methods were used. The method of analysis and synthesis allowed us to determine the state of study of the research problem, to determine the main research area and the tasks to be performed.
The comparison method was used to identify common aspects in the process of creating electronic terminological databases for CAT and СAI to implement their study into the technological training of translators. The use of the questionnaire method was necessary to obtain data from students on the effectiveness of parallel study of software products for CAT and СAI. We used the generalization method to determine the main results of the research and to provide recommendations for their use in the educational process of universities that provide translators training. 1.2
Despite the changes in the practical activities of translators due to the life of society at
the present development stage, including the appearance of a combination of translation
and interpretation during professional tasks, research on the technological training of
future translators focuses mainly on the study of the functioning of CAT tools as part
of practice courses of translation techniques. In particular, considerable attention is paid
to the terminology management, which, according to Bruno Ciola, is “an important area
of translation environments” [
The terminology accumulates in the terminology databases that store the terms with
additional information (a brief description explaining the term, or examples of context
that show how the word is used). As Bruno Ciola points out, working with terminology
can be done in advance – for example, when preparing a translation task, or directly
when translating or editing translated texts [
Undoubtedly, among the research on terminology management in the works of
scientists, studies related to CAT tools prevail. The problem of lack of relevant
scientific achievements is ascertained by Hernani Costa, Gloria Corpas Pastor and
Isabel Durán Muñoz, noting that, unlike many computer translation tools, there is still
only a limited range of interpretation tools available [
When performing simultaneous interpretation, one of the types of traditional
information resources of a translator is a terminological resource in the form of
dictionaries or glossaries. However, despite the rather rapid development of
information technologies and software that allows for structuring terminological data,
it almost did not affect the way and approaches to their use in the process of
interpretation. This is primarily due to the interpreters’ lack of confidence in the
capabilities of the terminology systems, due to their imperfections in entering queries,
obtaining relevant results, clarity of presentation and choosing the right terms.
However, recent developments in the field of simultaneous interpretation support
systems indicate a new level of software in this area. In particular, a second generation
of these programs has emerged today, which is positioned as Computer-Assisted
Interpreting (СAI). They are fundamentally different from previous generation
programs that most of the interpreters are familiar with, but they unfortunately have not
become their reliable assistants. Unlike conventional terminology management,
modern systems provide three key functions [
However, despite the presence of these functions in the САІ, their popularity among simultaneous interpreters remains low. A prerequisite for the widespread introduction of such systems in simultaneous interpretation processes should be a number of strategic steps, both from the side of their developers and from educational institutions that train translators for this type of translation.
In particular, the developers of СAI should offer such a level of these software
products that would allow, first, due to the functionality and features of the interface,
to achieve the maximum effectiveness of terminological support in the implementation
of simultaneous interpretation. High efficiency must also be ensured at the preparatory
stage, which involves searching for industry texts, selecting terminology, preparing
glossaries, mastering terminology, and more. An equally important step on the part of
the developers of СAI is building partnerships with educational institutions to improve
the skills of new translators. Instruments are more likely to become more familiar if
new practitioners are introduced to these opportunities at school and are expected to
work in their working environment [
In their turn, educational institutions should also be aware of the importance of
training future translators in terms of mastering modern tools. This applies not only to
the study of computer-assisted translation (САТ) [
First, we tried to optimize the technological training of translators for the search,
selection, structuring, import, and export of terminology, which is organized in the form
of specialized terminology bases. This is due to the coincidence of a large number of
the same types of implementation of these operations, some of which can be done using
office suite programs, some through the Internet, and the vast majority using the
corresponding features available in automated translation support systems, including in
CAT and СAI. For example, it is advisable to structure the terminology data by means
of a word processor and a table processor, and then import it into the terminology
database. The process of obtaining industry-specific terminology databases can be
accelerated by leveraging available Internet resources and relevant search engine tools.
In this case, preparatory work can be directed both to the search of ready bases and to
the selection of texts on the issue of future translations, which can become donors for
the extraction of terminology. However, most of the operations can be performed using
functions available in automated systems aimed at extracting, structuring, importing,
exporting terminology, and more. In order to improve the technological training of
translators and to unify approaches to the study of basic terminological resources
operations in the implementation of translation and simultaneous interpretation with the
use of CAT and CAI, we have selected the following software products for comparison:
InterpretBank (CAI), MemSource (cloud CAT), SDL Trados (desktop CAT). Unlike
the well-known and widespread CAT SDL Trados and MemSource, САІ InterpretBank
has relatively recently made its way into the software market, but is gaining popularity.
This is evidenced by the sufficiently broad list of universities that use this software in
the translators’ training system. InterpretBank is software developed as part of a
research project at the University of Mainz / Germersheim. The overall goal of the tool
is to create a translator workstation, which allows optimizing the workflow before,
during and after the event where the simultaneous interpreter performs simultaneous
interpretation [
When preparing glossaries to work with both CAT and CAI, the experience gained in the initial stages of translator training in using information technologies to translate is important. First, these steps involved the structuring of terminological data using office suite programs [15; 17]. In particular, the ability to use MS Word and MS Excel for these purposes will enable future translators to adapt easily to the creation and completion of terminology databases. This is possible, first, because CAT and CAI allow the import of terminological data structured in simple constructions. Such constructions may include only tabular terminological entries in two languages, where the correspondences are placed within a single line. It is also possible to import structures with more complex terminological record, they may contain a certain number of synonyms in both languages, definitions, information about sources of information, and other additional information. However, in this case, it is necessary to take into account the features of each program, since such functions may not be implemented in each of them.
It is important to note that XLS (XLSX) format deserves special attention when structuring terminology material, as it is a common format for importing data into most CAI and CAT tools. In particular, this format allows importing terminology records to terminology databases in cloud-based CAT such as XTM Cloud, Wordfast Anywhere, MemSource, MateCat, etc. [16; 18]. General principles for structuring terminology data using MS Excel for later import can also be used when working with desktop CAT, in particular SDL Trados. However, this is only possible initially; the next steps require converting XLS terminology data to XML format. In general, the generated skills of structuring terminological records using MS Excel are unified to perform preparatory operations for interpretation using CAI and translation using CAT. The only difference is the use of different coding systems to mark languages according to standards.
The preparation of terminological data for further import into terminological databases is an important element of the work when translating using CAT and CAI. However, the vast majority of terminology actions when working with these systems are done directly in the terminology editors. When using InterpretBank as a CAI, this system has in its structure a separate module designed to create and manage specialized terminology bases. Using this module allows to create a separate glossary or subglossary system in preparation for a specific simultaneous interpretation task. The filling of these terminological databases can be efficiently done manually, as the available functional tools and a clear interface facilitate this. Performing such operations with terminological material as entering a new term, moving it to the list, editing it, writing additional information, deleting are basic and sufficient to effectively manage the terminology within a separate database.
Forming the skills of future translators to perform these operations may be unified to work with CAT editors. This is primarily due to similar approaches of software developers to the structure of working icons, the organization of the interface, the logic of action, etc. These aspects should be the basis for the unification of approaches and the students’ attention should be focused on this in their learning process. An example of the formation of a terminological base for interpretation support using InterpretBank as a CAI is shown in Figure 1.
The base thus formed is the basis for the use of other modules that are in the structure of InterpretBank, namely the terminology memorization module and the terminology access module during simultaneous interpretation.
The structure of records management in the MemSource CAT terminology editor is shown in Figure 2.
A parallel study of working with terminology database editors of various software products from the CAI and CAT categories will allow, based on a comparison of common features and differences, to form not only a stable ability of future translators to form terminology databases, but also the ability to adapt to performing these tasks in various software products. It can also be an additional element of motivation in the process of studying these technologies.
One of the important operations in the structure of a set of measures for the creation and filling of terminological bases for both CAT and CAI is the extraction of terms from texts that are source for translation. This is a very effective way to formulate a terminological framework to support translation (or simultaneous interpretation) with such a set of terms as are guaranteed to be available in the text of the report or in the text for translation. There are a number of specialized programs related to the extractor group for the extraction of terms in the application of CAT. One of the most common programs in this group is SDL MultiTerm Extract. In our opinion, developing skills to work with this program is an integral part of the content of the study of CAT. The advantages of using extractor programs as a whole, and SDL MultiTerm Extract in particular, are the ability to analyze texts to detect terms in automatic mode. The translator only has to choose from the proposed list those terms that he thinks should be added to the terminology base. The system helps to make the right decision by scoring a certain number of points against each entry. Entries with high scores are more likely to be terms. Although this technology requires separate software and the ability to use it, its overall performance is much higher than when manually searched and typed terms into the database.
In the process of mastering the technology of extracting terms from texts, understanding the file formats in which the source texts can be represented is important. In the case of SDL MultiTerm Extract, the terms can be extracted from texts in different languages, which are saved in text formats, including TXT, RTF, DOC, DOCX, ODT, and in other formats XLSX, PPTX, ODS and more. Understanding the nature of the formats used in terminological data is another aspect of the unification of translators’ training, since the vast majority of programs use common formats.
Figure 3 shows the structure of terms extracted from the text by SDL MultiTerm Extract at the stage of their selection by translator. In the case of using InterpretBank as a CAI, the functionality of this system also allows for the automatic analysis of texts for the presence of terms. From the texts that will be used in the report in a foreign language, the terms are extracted according to certain algorithms, and their list is formed in order of frequency of their appearance in the text. Thus, the translator is given the opportunity not only to select from the list the necessary terms, but also to receive their translation based on connected electronic dictionaries and systems of machine translation. The process of such an operation is clear, and the program interface allows easily and quickly processing the necessary texts and forming terminological bases at the stage of preparation for simultaneous interpretation (Fig. 4). Fig. 4. Structure of organization of terms extracted from the text by means of the corresponding
InterpretBank module.
As with SDL MultiTerm Extract, InterpretBank allows to extract terminology from texts written in different languages and presented in different text and other formats. Particularly valuable is the ability to extract terms from text in PDF format.
In view of the above, the technological training of translators in the terminological resources management, which can be used to support simultaneous interpretation and translation using СAI and CAT, should be optimized by unifying approaches to the study of key operations. Such operations, first, should include the selection, structuring, streamlining of domain terminology, and its import to terminology bases and export from them (see Table 1).
In our opinion, the process of optimizing the content and organization of technological training of translators should be based on the following principles: ─ to study the systems of automatic translation used in both translation and simultaneous interpretation, the content of translators’ training must be accompanied by specific courses or modules that provide both theoretical and practical components; ─ in the structure of special courses it is expedient to study at least one of the software products related to CAI, one to cloud CAT, one more to desktop CAT; ─ to take into account in the process of practical implementation of training of translators for the terminological resources management in the systems of automated translation, the expediency of simultaneous demonstration of the implementation of the same operations in the CAI and the CAT in order to form unified skills for their execution, taking into account the possible use of different programs; ─ to emphasize on the initial stages of studying translators of office suite programs, in particular MS Excel, on developing the ability to structure terminological data in XLSX format, taking into account the peculiarities of using language codes and placing them in a table of terms, synonyms, additional information, etc., in accordance with their further use in the CAI and CAT; ─ it is advisable to pay particular attention to the possibility of using in the process of preparation of electronic terminology bases for use in the CAT and in the CAI of the open terminological resources presented on the Internet, in particular, the EU IATE terminological database (Interactive Terminology for Europe); ─ practical tasks for mastering the operations of extracting terms from documents should be developed taking into account the need to use different formats for this purpose, in particular DOCX, XLSX, PPTX; ─ to draw students’ attention to the fact that it is expedient to select terminological material in terminological bases for AIS and CAT by domain specificity, structuring them, if necessary, according to a specific thematic hierarchy; ─ acquaint students with the policy of licensing software by developers, as they have in common a distinction between freelance programs and corporate programs, as well as some additional benefits (for example, one license for two devices, which allows the translator to use their terminology base as with desktop PC, and from a mobile device). At the initial stage of development and introduction to the content of training of translators of this special course, its purpose was to develop knowledge and skills of working with desktop CAT on the example of SDL Trados, and later on cloud-based CAT on the example of MemSource. The next step in improving the technological training of translators was to introduce into their curriculum a special course in studying СAI using the example of InterpretBank. At this stage, an innovative change in the study of the special course was the beginning of the practice of parallel study of the same operations in different programs and systems, in particular, work with terminological resources and the creation of terminological bases.
To determine the effectiveness of this method of technological training of future translators for the use of automated translation systems, we conducted a survey of students who completed the course “Information Technologies in Translation Projects” with these innovations. In total, 33 students participated in the survey. The questions of the questionnaire provided several options for the answer, which were aimed at differentiating students’ understanding and attitude towards aspects of studying the special course. The contents and the results of the questionnaire are shown in Table 2.
The analysis of the questionnaires of the students showed, first of all, their positive perception of the introduction in the special course “Information Technologies in Translation Projects” of parallel study of CAT and CAI, as 60.6% of them rated this innovation unequivocally positive, and 24.2% answered “Rather yes, than no”. According to the majority of students (69.7% + 6.1%, that is, the total amount was 75.8%), studying terminology in software products related to CAT and СAI, contributed to the understanding of the general principles of the technology of creating terminological bases, and was one of our main goals.
More varied were the answers to the questions about the perception of the unification of the study of basic terminology operations in software products in the CAT and CAI categories as a technological advantage. Here we received positive answers from 78.7% of the respondents, but at the same time 6.1% expressed their doubts by choosing the answer “Rather no, than yes”. In addition, 9.1% do not consider the proposed innovation an advantage in technological training, and another 6.1% under “Other” said that unifying the study of basic terminology operations in several software products may be superfluous, and they will have to work with only one software. In view of the received answers, we see the need in the future to acquaint future translators in more detail with the changing situation in the translation services market. It is marked, on the one hand, by the rapid development of information technologies and the constant appearance of new software products, and, on the other hand, by the requirements of customers to use the specified software.
Equally ambiguous were the students’ answers to questions about their opinion on whether the knowledge of various software products facilitated the creation of electronic terminology databases for working with them. If 57.6% of students answered this question in the affirmative, and 15.1% said yes, then 9.1% tend to evaluate negatively the likelihood of facilitating the use of automated translation systems by gaining knowledge of various software products related to CAT and СAI. 12.1% unequivocally believe that this knowledge will not facilitate their terminological work with the use of the CAT and CAI software. Do you find it useful to study CAT and СAI in parallel? Has the study of working with terminology in software products related to CAТ and СAI contributed to the understanding of the general principles of the technology for creating terminology databases? Do you consider the unification of the study of basic terminology operations in the CAT and CAI software products as an advantage in the technological training of translators? Are you ready to make additional efforts to learn several CAT and CAI software products in parallel to help manage terminology more effectively? Do you find it easy to know the various software products related to CAT and СAI to create electronic terminology databases for the work with them? Did detailed knowledge of the features of one of the automated translation systems allow you to master the work with terminology in another software product quickly? Did the knowledge of one of the automated translation systems complicate the study of another software product in terms of working with terminology? Do you think that after studying the ways of creating terminological bases in the offered programs in the CAT and CAI category, you will be able to work with other similar programs in this aspect? Has the CAT and CAI parallel study technique helped you overcome your fear of the latest technology? In your opinion, does the parallel study of СAT and СAI offer greater opportunities for future employment? Yes From 6.1% of students, we received “Other” answers, which generally came down to the fact that expanding the range of software products offered to study, on the contrary, slightly disoriented them and made it difficult to perceive the features of certain terminology operations. However, only 9.1% of students answered “Yes” to the question of whether knowledge of one of the automated translation systems made it difficult for them to study another software product in terms of terminology. This means that the vast majority of students have been able to acquire the course material that has supplemented the special program without too much difficulty.
The large number of “Yes” answers (72.7%) to the question about the possibility of accelerating the study of terminology in another software product due to the detailed knowledge of the features of one of the systems of automated translation testify to the unconditional expediency of the innovative modification of the technological training of translators offered by us.
Another positive achievement of the introduction of the CAT and CAI parallel study method was that it helped students overcome their fear of the latest technologies. The number of students mentioned this: 75.8% – Yes, 6.1% – Rather yes, than no. In our view, overcoming psychological barriers is an important prerequisite for successful acquisition of knowledge and ability to work with modern translation tools, but unfortunately, teachers do not always pay attention to this.
However, it is worth noting that only 54.6% of students expressed their absolute willingness to make additional efforts to master concurrently several CAT and CAI software for better terminology management, which can be explained partly by their overload in the educational process and partly by a certain inertia in the perception of the new.
In general, an overwhelmingly large number of students – 87.9% (72.7% – Yes, 15.2% – Rather yes, than no) think that the innovation we offer is positive. The parallel study of CAT and CAI provides them with greater opportunities for future employment.
The unification of approaches to the technological training of future translators made it possible to improve significantly it and to form in them a comprehensive understanding of the essence of the use of automated translation systems. It means, in particular, the basic principles and approaches that underlie the structuring of terminological material, its extraction from texts, import to the database, export from the database, etc. A systematic understanding of these processes, which in many respects are common not only to the same programs from different developers, but also common to various CAT and СAI programs, will allow the translator to overcome the fear of using such systems in a professional activity, or to use the software product with which he had no previous experience. 3
The conducted research has made it possible to conclude that the technological training of translators at universities should be improved constantly in view of new technologies, software products and technological developments on the translation services market. They also lead to changes in approaches to the organization and implementation of translation and interpretation, which as of today are not reflected sufficiently in translators’ training curricula. The introduction of innovative elements in the technological training of translators is expected to have a number of positive impacts, in particular: ─ will help to increase their competitiveness in future employment; ─ expand the translator’s ability to be involved in various areas of translation, both traditional and new, emerging at their intersection; ─ accelerate adaptation to changes in professional activity that will certainly continue to occur in the translation services market; ─ provide the translator with the ability to respond more flexibly to the requirements and wishes of customers regarding the use of certain software products during translation; ─ will allow the translator to reduce the cost of retraining in the future if the need arises. One of the innovative elements in the technological training of translators may be the method of unifying the study of terminological resource management in automated translation systems, which in particular provides for: ─ introduction to the training of translators of the study of the systems of automated translation, which are used in interpretation and translation in the form of special courses / modules with theoretical and practical components; ─ structuring of special courses taking into account the study of at least one software product in the following categories: CAI, cloud CAT, desktop CAT; ─ parallel study of the same types of operations in the СAI and the СAT in order to form unified skills in their execution; ─ development of practical tasks for mastering the operations of extracting terms from documents, taking into account the use of different formats for this purpose. The first results of the introduction of such a method in the process of training of translators have already proved its effectiveness.
Further scientific research may be directed to a more detailed study of the effectiveness of introducing innovations in the technological training of translators, developing a methodology for learning modern translator tools, improving the offer of learning software products within certain courses. 18. Tarasenko, R.O., Amelina, S.M., Azaryan, A.A.: Improving the content of training future translators in the aspect of studying modern CAT tools. In: Kiv, A.E., Shyshkina, M.P. (eds.) Proceedings of the 7th Workshop on Cloud Technologies in Education (CTE 2019), Kryvyi Rih, Ukraine, December 20, 2019, CEUR-WS.org, online (2020, in press) 19. Kazhan, Yu.M., Hamaniuk, V.A., Amelina, S.M., Tarasenko, R.O., Tolmachev, S.T.: The use of mobile applications and Web 2.0 interactive tools for students' German-language lexical competence improvement. In: Kiv, A.E., Shyshkina, M.P. (eds.) Proceedings of the 7th Workshop on Cloud Technologies in Education (CTE 2019), Kryvyi Rih, Ukraine, December 20, 2019, CEUR-WS.org, online (2020, in press)