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Translation Studies and Translation Practice: Proceedings of the 2nd International TRANSLATA Conference, 2014

Part 1

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Edited By Lew N. Zybatow, Andy Stauder and Michael Ustaszewski

TRANSLATA II was the second in a series of triennial conferences on Translation and Interpreting Studies, held at the University of Innsbruck. The series is conceptualized as a forum for Translation Studies research. The contributions to this volume focus on humo(u)r translation, legal translation, and human-machine interaction in translation. The contributors also regard computer-aided translation, specialised translation, terminology as well as audiovisual translation and professional aspects in translation and interpreting.

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CAT in the Cloud: Some Implications for Translator Training (Andrew Rothwell)

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Andrew Rothwell, Swansea University

CAT in the Cloud: Some Implications for Translator Training

Abstract: A new generation of cloud-based CAT tools such as Memsource brings with it the requirement to teach trainee translators an additional set of skills around e.g. collaborative working, revision and QA, project management. The paper reports on Swansea University’s experience of trying to do that.

1. Why teach CAT?

‘Technological competence’ is one of six key professional competences identified by the Expert Group whose preparatory work led to the establishment of the European Master’s in Translation Network (Gambier 2009, 7).1 Bowker (2015, 88) confirms the centrality of Computer-Assisted (or Aided) Translation (CAT) tools to professional translation practice, and therefore to translator training programmes:

Indeed, translation technologies have become so firmly embedded in the translation profession that it now seems unthinkable for a translator to approach the task of translating without the use of some kind of computer tool. […] The vast majority of practising translators need to be able to leverage the possibilities offered by computer tools in order to remain competitive and to meet the evolving demands of the marketplace.

EMT applicants must demonstrate that they give their students practical exposure to a range of relevant software, both generic (e.g. spreadsheets, file compression utilities, corpora) and specialist (e.g. translation memory (TM), terminology management, localisation and subtitling systems). A survey conducted in 2012 for the Erasmus-funded OPTIMALE project indicated that over 90% of the...

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