Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.735377
Title: Combining 'translation into the second language' and 'second language learning' : an integrated computational approach
Author: Shei, Chi-Chiang
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2003
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Abstract:
This thesis explores the area where translation and language learning intersects. However, this intersection is not one in the traditional sense of second language teaching: where translation is used as a means for learning a foreign language. This thesis treats translating into the foreign language as a separate entity, one that is as important as learning the foreign language itself. Thus the discussion in this thesis is especially relevant to an academic institution which contemplates training foreign language learners who can perform translation into the foreign language at a professional level. The thesis concentrates on developing a pedagogical model which can achieve the goal of fostering linguistic competence and translation competence at the same time. It argues that constructing such a model under a computerised framework is a viable approach, since the task of translation nowadays relies heavily on all kinds of computational tools, whereas the computer assisted language learning framework (including the domain of distance learning) advances at a slow but steady pace, which offers a bridge to connect translation and language learning. The theoretical underpinning of the model is established by relating translation competence to linguistic competence. It is argued that a successful translator working in the area of translating into the second language must also be a competent learner of that language, and the instructions for both are inseparable. At the practical level, the thesis distinguishes three types of software which are relevant in the current context: the translation workstation (TW) based system, the computer assisted translation learning (CATL) system, and the computer assisted language learning (CALL) system. The first kind of system is based on existing translation aid software such as the well-known category of Translation Memory Systems. Besides being used as a computer environment for translating, the translation memory software can also be used to embed second language teaching concepts. The second type of system is the software that is especially developed for teaching translation AND the foreign language being translated into. In particular, the discussion concentrates on a kind of model referred to here as the Translation Micro World, which is an intelligent tutoring system drawing from pre-edited bilingual coipora built into the system. It is shown that this type of construct is especially useful for building up the translator's idiomatic competence in the target language in which the translator is a learner. The third and last type of software is the computer assisted language learning software which can be adapted to incorporate the element of translation. The idea is to embed translation activities in existing CALL constructs such that translation becomes the primary means for learning the target language. Thus, by covering the whole range of these three types of translation or language learning software, it is hoped that a curriculum aimed at fostering translators translating into the second language can have a rich repertoire of computer assisted learning tools to draw on. The pedagogical framework proposed in this thesis has to be practicable in an educational setting. The last part of the thesis thus considers the implementation issues of this framework. It is argued that the traditional syllabus design concepts are not fully transferable to the current pedagogical framework. Traditional syllabi consist of the statements of goals and objectives, learning material based on the objectives, lesson plans including presentations, tasks and exercises contrived around the material, and assessments. The current pedagogical model, however, emphasises the use of computers in the curriculum, and thus the goals and objectives need to be stated in a different way, learning material has to be prepared in different forms, and classes have to be conducted in an entirely different manner and at a different pace. Learning tasks, exercises and assessments all have different meanings in a computerised learning environment.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.735377  DOI: Not available
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