| Unit name | Computer-Aided Translation |
|---|---|
| Unit code | MODLM2016 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Nunes Vieira |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Modern Languages |
| Faculty | Faculty of Arts |
Why is this unit important?
This unit focuses on specialist tools that are ubiquitous in the translation industry and a near-necessity in the sector. Being able to use translation technology is crucial for your success on the job market, as clients expect you to work efficiently. Exploring software and learning to use relevant tools is an important step to becoming a highly skilled linguist. In addition, the unit will help you see through some of the hype around new technologies and assess critically, based on the latest research in Translation Studies, whether statements about the role of machines and humans, and predictions about their future, have merit or need to be called into question.
How does this unit fit into your programme of study?
The MA Translation incorporates practical and research-intensive characteristics. This approach provides students with the tools to become successful professional linguists or for a career in Translation Studies. The training on translation technology and the critical analysis of how technology is used in the industry provides just that – practical work that is relevant for the professional linguist, and an investigation of these tools based on cutting-edge academic literature. You will also be able to use translation technology introduced to you in the unit in any other translation project you will undertake on the MA, including in language-specific units and your dissertation.
An overview of content
The Computer-Aided Translation (CAT) unit is an introduction to CAT tools. You will learn about how these tools work, their wide range of functions as well as social and economic implications of their use.
During the unit, you will progress from assigned work as a translator/linguist in the cloud to creating your own independent CAT projects. The unit is structured around three core features of CAT ecosystems: (1) terminological databases or term bases, (2) translation memory and (3) machine translation. You will learn about how these resources are integrated into translation projects and how they can be integrated with one another.
Trial and error and experimentation are central to the unit’s design. Step-by-step tutorials are provided for initial tasks. But for most of the unit, you’ll build your resources and translate your own texts. To develop your final project, you’ll be encouraged to explore more advanced and/or emerging technologies, including AI plugins as well as desktop publishing and other functionality that is relevant to your chosen topic (see Assessment).
Although the unit has a heavy practical component, developing critical familiarity with the scholarly literature on translation technologies is essential. We will discuss key readings, and you will be supported through the process of critiquing works that are at the forefront of the discipline.
Learning Outcomes
On successful completion of this unit, you will be able to:
Tasks are set via the University’s virtual learning environments. You are encouraged to discuss your approach and useful resources and strategies with your peers and tutor, allowing for training to be collaborative and supplemented by the expertise of the tutor. Upon task completion, you, your fellow students and your tutor will discuss what has been successful and where more attention was needed or if any aspects of the analysis or technology used needed revision. Some tasks, both analytical and practical, may be group tasks while others are for you individually. In all cases, though, the path towards submission as well as its evaluation harnesses the insights of the group as a whole. Different learning styles can easily be accommodated within this format. This unit has been designed to reflect real-world situations and challenges that you will encounter as a professional linguist. activities, including seminars, lectures, and collaborative as well as self-directed learning opportunities supported by tutor consultation.
Tasks which help you learn and prepare you for summative tasks (formative):
Carefully sequenced tasks comprising both analytical and practical work. One of these tasks is a dry run of the final assignment consisting of a project plan and a sample of your paper for feedback.
Tasks which count towards your unit mark (summative):
The end-of-unit assignment comprises a practical computer-aided translation tool project (50%) and a 2,500-word empirical paper (50%).
When assessment does not go to plan
When required by the Board of Examiners, you will normally complete reassessments in the same formats as those outlined above. However, the Board reserves the right to modify the form or number of reassessments required. Details of reassessments are normally confirmed by the School shortly after the notification of your results at the end of the academic year.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. MODLM2016).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
