Incorporating post editing into a computer assisted translation course A study of student attitudes
Computer assisted translation (CAT) has become the norm rather than exception in the translation profession today. However, machine translation (MT) as a human translation aid is still facing a negative attitude in the translators' community. When years of training are replaced by the quick and oftentimes inaccurate MT suggestions, post editing is regarded as dehumanising the process of translation. This paper discusses the introduction of a practical post editing component into a CAT tools course for MA translation trainees after a series of classes devoted to general features of Wordfast. In Wordfast Anywhere the students post edited a fragment of a vacuum cleaner manual (Exercise 1) and then either a newspaper article or a patient information leaflet (Exercise 2) Exercise 3 involved a peer review of post edited texts according to TAUS post editing guidelines. Also, both before and after the practical exercises students filled in questionnaires about their translation as well as language experience, the source texts, and their attitude towards MT, which enabled them to reflect on their performance and decisions while post editing. The aim of including a post editing component in a CAT tools course was to familiarise translation trainees with MT. Then, they would be able to adapt to a growing demand on the market, be aware of MT's shortcomings, and not feel threatened by a tool designed to boost translation productivity. The class environment caused limitations to data collection; however, the questionnaires and the post editing practice organized in the spirit of action research and socio constructivist framework, provide an insight into novices' attitudes towards working with MT and may help in designing a standalone course in post editing.