Publication details
Post-editing in the classroom : responding to research
| Title in English | Post-editing in the classroom: responding to research |
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| Authors | |
| Year of publication | 2022 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | While the paper does not present new empirical results, it surveys – in the current situation calling for adjusting to the dynamically changing needs of the market being transformed by neural machine translation – published research in post-editing to glean out tips for teaching skill sets in line with what research has revealed so far. Research focusing on revision and post-editing pedagogy as well as relevant conclusions from empirical studies targeting various process- and product-related aspects of revision and post-editing are considered. The questions of post-editing pedagogy need to be answered in an environment where human translation is getting increasingly integrated with MT: as Konttinen et al. (2021) observe, “[w]hile building a course around one principal activity comes with the benefit of allocating ample teaching resources and student time for creating an understanding of the specific character of the task and for learning to perform it well, a downside of this approach is that it may lead the students to perceive that task as isolated from other related activities” (195-6). Research-based evidence pointing towards how post-editing curricula can attempt achieving balance between the ever-competing demands of quality and efficacy is reviewed and examples of good practice are quoted from literature. Last but not least, in the light of the boom in deep learning technologies, the question is examined how research has reflected the recent developments in NMT post-editing and whether and which specifics of these processes should be reflected in educational settings. |
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