北京第二外国语学院学报 ›› 2021, Vol. 43 ›› Issue (5): 38-51.DOI: 10.12002/j.bisu.353

• 翻译研究(机器翻译译后编辑专栏 主持人:王华树) • 上一篇    下一篇

图书翻译项目驱动的译后编辑能力培养模式研究

肖志清()   

  1. 武汉科技大学,武汉 430065
  • 收稿日期:2020-05-29 出版日期:2021-10-31 发布日期:2021-12-16
  • 作者简介:肖志清,武汉科技大学外国语学院/MTI教育中心,430065,研究方向:笔译理论与实践、翻译技术。电子邮箱: xiaozhiqing@wust.edu.cn
  • 基金资助:
    武汉科技大学研究生教育教学改革研究项目“翻译技术与MTI笔译实务课程共同体构建研究”(Yjg201821);清华大学出版社2019年高校外语教学与科学研究横向项目“图书翻译项目驱动的学生译者译后编辑能力培养模式研究”(DH1090013)

A Study of the Training Model of Post-editing Competence Driven by Book Translation Projects

Xiao Zhiqing()   

  1. Wuhan University of Science and Technology, Wuhan 430065, China
  • Received:2020-05-29 Online:2021-10-31 Published:2021-12-16

摘要:

在人工智能时代,神经机器翻译技术的迅猛发展对语言服务行业和翻译教育领域产生了巨大影响,学生译者译后编辑能力的培养成为翻译教育的重要内容。面对语言服务市场巨大的人才需求和译后编辑人才供应严重不足之间的矛盾,如何创新培养模式,以培养出符合市场需求的译后编辑人才,是翻译教育亟需解决的问题。本文探索了以图书翻译项目为驱动、基于“计算机辅助翻译+机器翻译+译后编辑”(CAT+MT+PE)的师生协同翻译译后编辑能力培养的新模式,对该模式的内涵、教学设计、实施步骤及培养效果进行了论述。同时,针对该模式在图书翻译资源、译前培训成本、翻译生产平台、项目管理风险等方面可能存在的问题,提出了相应的对策和建议,以期为国内各院校的MTI人才培养提供借鉴和参考。

关键词: 图书翻译, 计算机辅助翻译, 机器翻译, 译后编辑能力, 学生译者, 师生协同翻译, 翻译教育

Abstract:

In the era of artificial intelligence (AI), the rapid development of machine translation technology has had a tremendous impact on language service industry and on translation education, in which the cultivation of students’ post-editing competence has become an important aspect. The present gap between the huge demand for professional post-editors in the language service market and the shortage of such professionals has raised the question of how to design an innovative training model and produce qualified post-editors who meet the market demand. This paper explores a new training model for post-editing competence driven by book translation projects and based on the “CAT+MT+PE” collaborative translation between teachers and students, and introduces and discusses its connotations, teaching design, implementation steps, and effects. To address the possible problems of book translation resources, pre-translation training costs, translation production platforms, project management risks, and other challenges in this model, we propose corresponding countermeasures and suggestions in the hope of sharing our doings and findings with other MTI educational institutions in China.

Key words: book translation, computer-aided translation, machine translation, post-editing competence, student translator, collaborative teacher-student translation, translation education

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