Visualising and sharing records of actions in translation practice courses : The use of metalanguages in the translator training platform MNH-TT

Kyo Kageura,Takeshi Abekawa,Masaru Yamada 한국외국어대학교 통번역연구소 2022 한국외국어대학교 통번역연구소 학술대회 Vol.2022 No.01

1. Background Systematic management of information about lecture courses is essential for good educational practice. In the case of translation practice courses, materials used in the courses and actions taken by students in practice processes constitute an important part of information for diagnosing students activities, promoting reflective learning, observing students' achievements and evaluating course performance for further improvement. To keep track of this information in translation practice courses, two issues should be solved: (1) Individual instances of relevant students' actions should be categorised in such a way that they can be systematically examined and compared. In order to achieve this, we need systematic languages; (2) Individual instances of relevant students' actions should be recorded by using the systematic languages and the records should be provided in such a way that students and teachers can collaboratively examine the actions to diagnose what have been done and to promote reflective learning. 2. Action categories or metalanguages The first issue above is concerned with defining relevant categories --- or "metalanguages" --- to talk about translations and actions involved in translation processes (cf. EMT 2017), while the second is concerned with providing a supportive platform. We have been developing an online platform for translator education, MNH-TT (Minna no Hon'yaku for Translator Training; Translator training for/by/of all) (Hartley et al. 2016; Kageura, et al. 2017). The system has the following main features: 1. It facilitates project-based translator training; 2. It supports learners by providing basic categories such as roles and tasks in the project. 3. It also incorporates some of the well-established categories such as translation issue categories (Castagnoli, et al., 2006; Fujita, et al., 2017) and dialogue acts for communications among project participants (Allen & Core 1997). 4. It incorporates visualisation mechanisms of action logs recorded in accordance with the categories explained in 2 and 3. It is therefore natural to extend these features and incorporate a wider range of categories that systematically capture students' actions in project-based translation practices to MNH-TT, record actions according to these categories and provide the recorded logs through visualisation. We decided to incorporate the following sets of categories or metalanguages that are being developed to describe the translation process, in addition to the above categories: - Categories to characterise source document (SD) properties and elements (Miyata & Miyauchi 2022); - Categories to describe translation strategies (Yamamoto & Yamada 2022); - Categories to describe effects of revisions (Miyata & Miyauchi 2022). These categories together cover actions in the core translation process and provide relevant metalanguages that enable to classify action instances. 3. The status of categories in MNH-TT The sets of categories to capture records of actions in translation practice courses introduced above are divided into two types in MNH-TT: 1. Implicit categories or metalanguages: these consist of a set of roles project participant takes, a set of tasks that participants are supposed to carry out, a set of dialogue act types, and a set of data types. 2. Explicit categories or metalanguages: these include the sets of categories to express SD properties and elements, translation strategies, issue types and effects of revisions. Implicit categories are not necessarily implicit; they operate in defining the basic environment within which project participants carry out translation-related tasks. Explicit categories, on the other hand, are used when students --- project participants --- are making core translation-related actions, and function as explicitating these actions. In MNH-TT, implicit categories are used at the level of system manipulation, while the explicit categories are deployed in the translation processes. Here, how explicit categories are assigned to action instances need to be clarified. Reflecting the fact that being able to talk about translation-related actions and decisions (translator competence), in addition to being able to translate (translation competence), has been increasingly recognised as a part of essential competences for translators (cf. EMT 2017), MNH-TT presumes a model of translation practice course in which knowledge-based scaffolding of what are to be done in the practices should be provided. As such, MNH-TT deploys explicit categories as guiding individual actions and promoting consciousness of taking actions. For instance, issue categories are provided as a list at the process of translation revisions and reviews, and learners are supposed to choose a particular issue category that explains their revisions. Thus the records of action instances systematised in accordance with the given categories are accumulated in MNH-TT. In contrast, acts in courses corresponding to implicit categories are accumulated through the operations that define basic setups of classes and projects, e.g. who to assign as project participants in what role, etc. 4. Deploying category-based records through visualisations The records of operations and actions accumulated according to relevant categories are then made available through MNH-TT for diagnosing lecture courses and for reflective learning as basic statistics with visualisations. Corresponding to the nature of categories, the statistics are divided into two types: 1. Statistics for lecture course management: This provides such statistics as the number of projects set up in the course, of missions, of documents, the number of tasks and roles students take, etc. This information is mainly for managing the lecture course. 2. Statistics for students actions in translation practices: This provides such statistics as the number of strategies students used in their translation, the number of revisions and issue categories, the correlation between the types of issues and effects of revisions, etc. This information is used for reflective learning. MNH-TT provides easy-to-understand visualisations for these statistics. In the presentation, we will elaborate on the visualisations as well.

The Status and Role of Dictionaries in the Era of Unlimited Online Lexical Information Search and Free Online MT Use

Kyo Kageura 한국사전학회 2020 한국사전학 Vol.- No.36

본 논문에서는 어휘 정보를 무제한으로 검색할 수 있고 온라인 MT 이용이 자유로운 시대에서의 사전의 위치와 역할에 대하여 논의하였다. 온라인에서의 어휘 검색은 그 기능의 규모와 시의성 측면에서 종이 사전이 가진 제약을 없애 줄 것이라는 주장이 종종 제기되곤 한다. 여기서는 이러한 주장이 사전과 사전 사용자에 대한 제한적인 이해에 기초하여 제기되는 주장인 것으로 보았다. 전통적인 종이 사전에서 가장 전형적으로 제공되는 항목들의 잘 정의된 구성체계와 잘 검토된 정의는 대체되거나 제거되어야 할 제약이 아니다. 오히려 이러한 것들이 올바른 학습과 사고를 가능하게 하는 사전의 가치관의 본질이기 때문이다. 현재의 위기는 온라인 검색 기능의 인기와 결합되고 촉진되는 경제성으로 인해 사회가 사전을 업데이트하거나 편집하는 능력을 상실하는 것이다. 변화의 흐름 속에서 온라인 검색 기능이 더 우월한 기능을 담당할 수 있는 영역에서 그것이 지니는 긍정적 가치를 인식함과 동시에 온라인 검색 기능으로 대체되어서는 안 될 전통적인 사전이 지니는 중대한 가치가 있음을 분명하게 이해해야 할 것이다.

온라인에서 사전 검색과 MT 이용이 자유로운 시대의 사전의 위치와 역할

가게우라 쿄(Kyo Kageura) 한국사전학회 2020 한국사전학회 학술대회 발표논문집 Vol.2020 No.8

BEYTrans: A Free Online Collaborative Wiki-Based CAT Environment Designed for Online Translation Communities

( Youcef Bey ),( Kyo Kageura ),( Christian Boitet ) 한국언어정보학회 2007 학술대회 논문집 Vol.2007 No.-

This paper introduces BEYTrans (Better Environment for Your TRANSlation), the first experimental environment for free online collaborative computer-aided translation. The requirements and functionalities related to individual translators and communities of translators are distinguished and described. These functionalities have been integrated in a Wiki-based complete environment, equipped with all currently possible asynchronous linguistic resources and translation aids. Functions provided by BEYTrans are also compared with existing CAT systems and ongoing experiments are discussed.

Designing a translation practice course with focus on translation revisions : Theoretical underpinning and empirical observations

Hui Piao,Kyo Kageura 한국외국어대학교 통번역연구소 2022 한국외국어대학교 통번역연구소 학술대회 Vol.2022 No.01

Exploring the Microscopic Textual Characteristics of Japanese Prime Ministers` Diet Addresses by Measuring the Quantity and Diversity of Nouns

( Takafumi Suzuki ),( Kyo Kageura ) 한국언어정보학회 2007 학술대회 논문집 Vol.2007 No.-

This study explores the textual characteristics, more precisely the quantity and diversity of nouns, of Japanese prime ministers`` Diet addresses. In the field of stylistics, textual characteristics independent of the content have been examined with the aim on detecting the authors, genres, and chronological variations of texts. This study focuses instead on textual characteristics related to the content of texts, namely the quantity and diversity of nouns, because our aim is to analyze texts to better understand two political phenomena: (a) the difference between the two types of Diet addresses delivered by Japanese prime ministers, and (b) the perceived changes made to these addresses by two powerful prime ministers. It is a case study of the microscopic characterization of texts, which has become more and more important with the expansion in the scope of stylistics and the production of a wide variety of new types of texts following the advent of the Web.