1. LINGUA INGLESE 2A – a.a. 2018/2019 Computer-Aided Translation Technology LESSON 1 prof. ssa Laura Liucci –

2. Why learning about technology?
“By integrating CAT tools into our teaching environment, we are not merely imparting the kind of practical skills that will get graduated jobs. We are also creating an environment in which basic and applied research can be carried out into a number of areas, including translation pedagogy, terminography, CAT tools evaluation, human-machine interaction, and text analysis composition”. (Kenny, 1999: 78 in Bowker, 2002) Kingscott and Haynes foresaw a dramatic increase in the use of CAT tools and noted that this increase would be needs-driven rather than research-driven. What does it mean?

3. Why learning about technology?
Kingscott and Haynes foresaw a dramatic increase in the use of CAT tools and noted that this increase would be needs-driven rather than research-driven. What does it mean? In a global marketplace, companies are finding out that failure to translate results in a loss of international sales. A clear example can be found in the software localization industry.

4. Localization
The term LOCALIZATION “refers to the process of customizing or adapting a product for a target language and culture”. Thibodeau (2000) noticed that American software companies often report international revenues exceeding 50% of total sales. The main reason for localizing a product is economic. But why?

5. Localization
A product that is not making profit in the domestic market may perform better in another market.
A non-localized product is less likely to survive over the long run  localization can extend a product’s life cycle.
Most products can be more profitable overseas because these markets often supports higher prices.
In order to stay competitive and increase profits, companies in a variety of fields localize their products and web sites.

6. Localization & CAT Technology
Many companies now aim at launching a product or a web site and its accompanying document at the same time, a practice known as simultaneous shipping, or “simship”. Localization results in higher translation costs and a slower time-to-market. And time is money. Therefore the translator is sometimes required to work very quickly (and cheaply). This is where technology comes in handy!

7. Localization & CAT Technology
Austermühl (2001): familiarity with CAT technology is becoming a prerequisite for professional translators. These skills are in great demand in the translation marketplace. Kenny (1999): graduates who are conversant in CAT technology are a real advantage when it comes to working in highly technologized translation environment, such as the software industry and the organizations of the European Union. But what impact did CAT technology have on the need for translation professionals?

8. Localization & CAT Technology
Brooks (2000): the creation of the printing press eliminated the job of the scribe, but it created a larger market for books  greater demand for authors, editors and illustrators.
By analogy, despite what someone might think, the development of CAT tools has not reduced the need for language professional.
On the contrary, it has created jobs for translators who are skilled at using technology!

9. Why teaching CAT technology?
Bowker (2002) Additional benefits to be gained by introducing translation technology into the translator-training curriculum.
Exploring the impact of technology on translation pedagogy
Investigating human-machine interaction
Learning to evaluate technology
Examining how tools can change conventional practices
Producing data for empirical investigations
Reinforcing basic translation skills

10. Exploring the impact of technology on translation pedagogy
Integrating technology into the translation curriculum can have an impact on the way in which translation itself is taught. Scherf (1992): the use of technology has led to an individualization of the teaching process. Students can work at their own pace, while trainers have the opportunity to watch them in the translation process  then they can have class-wide discussions Ahrenberg and Merkel (1996): the use of tools such as TM forces students to contemplate issues such as text type and consider the intra- and inter-textual features of texts.

11. Investigating human-machine interaction
By reflecting on the nature of machines and how they work, students can learn to adjust their expectations about what machines can and cannot do. They can learn to adapt their working practices to maximise the benefits to be gained from using CAT tools. As students use technology, they become more aware of the fact that the computers are not capable of applying intelligence and common sense to a task in the same way that humans would.

12. Learning to evaluate technology
As students learn to use a particular tool, they should also be encouraged to evaluate that tool in terms of its potential for helping them to complete their task more efficiently. Students can also learn to assess tools in the light of a particular task or project in order to determine which type of tool can best help them carry out that task

13. Examining how tools can change conventional practices
It has been observed that technology can sometimes change the very nature of the task that it was designed to facilitate. EXAMPLES When recording information on term records, translators no longer record just the base form of the term. Instead, they record multiple forms of the term so that they can minimize editing by cutting and pasting the appropriate form directly into the target text . Translators who use TMS tend to formulate their texts in such a way as to maximise their potential for reuse.

14. Producing data for empirical investigations
A by-product of the use of CAT technology is the gradual accumulation of data that can be used for other types of studies
Electronic corpora and TMs can provide large quantities of easily accessible data that can be used to study translation:
Bilingual parallel corpora can be used to investigate translation strategies and decisions.
Trainers can build an archive of students translations, which can be used to guide teaching practices.
Etc…

15. Reinforcing basic translation skills
Time spent teaching technology does not necessarily take away from time spent on other translation skills. If technology is properly integrated into the translation classroom, it not only allows the students to develop new skills, it also leads to an intensification of the basic translation curriculum. L’Homme (1999): students who use technology to produce term records, find solutions in parallel documentation, or produce actual translations are reinforcing these basic translation skills as well as developing good and realistic working practices that can later be applied in the workplace.

16. Bibliography
BOWKER, L. (2002). Computer-Aided Translation Technology: A Practical Introduction, University of Ottawa Press, Ottawa

17. THANKS FOR YOUR ATTENTION… and good luck! 
Prof. Laura Liucci –