08 Články v časopisoch

Trvalé URI pre túto kolekciu

hdl:123456789/76

Prehliadať

Teraz sa zobrazuje 1 - 7 z 7

Covert simultaneous post-editing in online assessment of students' sight translation
(National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute : Kyjev, 2024) Chernovatyi, Leonid
This first attempt aims to determine the extent of students’ covert use of machine translation (MT) in the online assessment of their sight translation, the strategies of such use, and its signs. The study is based on the analysis of target texts (TT) of specialised online sight translation from Ukrainian into English by 13 BA and 10 MA students. The procedure involved the comparison of the students' TTs with their MT counterparts. Signs of covert MT were found in 46% of the BA and 30% of the MA students’ translations. The main method of this covert MT use is "simultaneous post-editing", i.e., the immediate oral post-editing of the MT text generated by the students on their screens and hidden from the assessor, while they deliver their supposedly original TTs. Simultaneous post-editing strategies range from replacing individual lexemes with their synonyms, adding and deleting elements, changing the syntactic functions of words or phrases, rearranging sentence fragments, transforming their structure, to applying several of these strategies simultaneously. Other methods of concealment include alternating MT systems in translating the same source text, as well as artificially slowing down the process of reading the TT from the screen, accompanied by pauses in the relevant text fragments to perform certain mental operations. In order to increase objectivity, the author recommends a delayed assessment of students' online interpreting recordings. The research perspective is to study the didactic potential of simultaneous post-editing as a procedure for developing general interpreting skills.
Monitoring machine-translation dependence in the online training of future philologists
(National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute" : Kyjev, 2025) Chernovatyi, Leonid; Kovalchuk, Natalia
The objective of this article is to examine the most effective and expedient methods for identifying instances of hidden machine translation (MT) usage by student translators in their translation assignments and examinations. Additionally, the article aims to propose a system of incentives to reduce students' reliance on MT. This initiative was prompted by the recognition that the advancement of students' translation proficiency necessitates the balanced development of both their technological competence and their creative abilities. Method. A mixed-methods study was conducted with 34 undergraduate philology students at the V.N. Karazin Kharkiv National University. The study was part of a course on legal translation. Throughout the semester, the students' translation assignments and examinations were evaluated using a computer program designed to identify indications of MT. The extent of MT was considered in the assessment of the aforementioned translations, using a scale developed specifically for this purpose. Findings. The results substantiate the assertion that the proposed methodology serves to curtail students' reliance on MT, while simultaneously fostering the growth of their creative abilities within the context of translation. By the conclusion of the semester, the proportion of matches between the majority of the students' target texts and their MT counterparts had decreased to levels typically observed in texts translated without the use of MT. Implications for Research and Practice. The proposed methodology has the potential to be employed in online translation courses with the objective of reducing students' reliance on MT. Further research could be conducted to investigate the applicability of this methodology in different educational settings.
Pedagogical grammar as a frame concept for research in the field of foreign language teaching methods. Part 16. Problems of organising pedagogical grammar in teaching
(Charkivskyj nacionaľnyj universytet imeni V. N. Karazina, 2024) Chernovatyi, Leonid
The article presents a comparative analysis of two approaches to teaching a foreign language in general and its grammar in particular – acquisition (mainly implicit learning, similar to the mastery of a first language) and learning (based on students’ awareness of the structure and conditions of use of the grammatical structures to be learnt). As the analysis of the available publications shows, there are contradictory points of view on the relationship between acquisition and learning in the classroom teaching process, ranging from the complete denial of the usefulness of one of the above approaches to the search for the optimal ratio of elements of both methods, depending on the specific learning conditions. In the author’s opinion, the problem can be practically reduced to the ratio of types of pedagogical information in the teaching process. The author distinguishes three such types (speech sample, model and rule), which differ in the degree of implicitness (speech sample is implicit, model is semi-implicit and rule is explicit). Acquisition is mainly based on the use of a speech sample as the only type of pedagogical information, while the use of rules and models is typical of teaching that focuses on understanding the structure and conditions of use of the grammatical action that is the object of acquisition. On the basis of the arguments presented in the previous parts of his series of articles, the author proposes a list of conditions favourable to effective acquisition, i.e. even when a speech sample is used as the only type of pedagogical information. On the other hand, the author argues that there are disadvantages of such teaching due to incomplete orientation of students as to the structure and conditions of the corresponding action. The author considers more explicit types of pedagogical information as a means of overcoming this shortcoming and explains the differences between traditional and step-by-step methods of their application. Based on these conclusions, the paper outlines prospects for further research.
Pedagogical grammar as a frame concept for research in the field of foreign language teaching methods. Part 17. Linguistic and pedagogical grammar
(Charkivskij nacionaľnij universitet im. V. N. Karazina : Charkov, 2024) Chernovatyi, Leonid
The article deals with the correlation between linguistic (LG) and pedagogical (PG) grammars. The author considers LG as a set of data from all existing linguistic theories, and PG as information about the conditions and ways of performing grammatical actions in the process of their acquisition in the classroom. Analysing this general problem, the author outlines the range of questions that need to be answered in the course of his study. Is there a single theory of LG that can independently provide a basis for designing an adequate PG? What is the relationship between the amount and content of LG and PG information? Does the amount and type of PG depend on specific learning objectives and conditions? What are the best ways of presenting PG information for its effective use in the learning process? What factors influence the choice of presentation method? Should the structure of the PG reflect the structure of the LG? What factors influence the order in which grammatical phenomena are introduced in the process of acquiring the relevant grammatical actions in the classroom, and what determines the way in which such phenomena are grouped into organisational units of the course material (topics, units, etc.)? Having outlined the scope of these questions, in this paper the author analyses the potential of several LG models: traditional, structural, transformational and case grammar. In the authorʼs view, the traditional model of grammar, which has been used in language teaching for centuries, remains a good source of information about the surface structure of a language, but it may lack data about its functional aspect. Although structural grammar, which served as the basis for the audiolingual method, has been much criticised, the failures of this method are more related to the inadequacy of the underlying psychological model. While the potential of the transformational and case models of grammar is assessed positively, the paper considers them too complex to be used in the classroom without additional processing. Based on the conclusions, the author outlines the prospects for further research.
Pedagogical grammar as the framework of TEFL research. Part 19. Correlation between the form of rules of linguistic and pedagogical grammars
(Charkivskyj nacionaľnyj universytet imeni V. N. Karazina, 2025) Chernovatyi, Leonid
The nineteenth paper in the series continues to discuss the correlation between linguistic (LG) and pedagogical (PG) grammars in the development of communicative grammar skills. This time, the author addresses the issue of the form of LG and PG rules, aiming to answer a series of questions. What is the general attitude of researchers towards using LG grammar information in the classroom? Are LG rules effective for grammar teaching in their current linguistic form? How can their efficiency be increased by changing their form, bearing in mind the psychological nature of the process of developing grammar skills? An analysis of contemporary literature on this topic revealed a significant shift in attitude towards explicit focus on linguistic form in teaching, moving away from the zero tolerance of LG information in communicative language classrooms of the 1970s and 1980s. While maintaining strict adherence to the communicative nature of teaching and the prevalence of meaning-focused tasks in the classroom, researchers also acknowledge the importance of explicit attention to form for language acquisition. Stressing the teacherʼs role as a facilitator, the authors praise the use of pre-task modelling techniques, which positively impact learnersʼ attention to linguistic forms and facilitate second language skill development. Conversely, the author cautions against the uncritical revival of grammar-translation techniques, asserting that PGʼs primary objective is to foster studentsʼ communication abilities rather than their comprehension of LG structure. Based on this, he suggests that PG can disregard the principles of LG structure and establish its own rules, which may differ from those of LG. The author convincingly demonstrates the validity of this principle using examples from the pre-zero-tolerance era and shows the potential of types of pedagogical information such as models and algorithms as specific forms of PG rules. The author suggests a number of requirements for PG rules, promising to extend this list in his next contribution to the series.
Sight-translation strategies and quality. Part 2. The impact of directionality
(Hryhorii Skovoroda University : Perejaslav, 2025) Chernovatyi, Leonid; Djovčoš, Martin; Kovalchuk, Natalia
Aim. The aim of this second part of the psycholinguistic research in the language pair Slovak-English is to determine the influence of directionality on the generation of the target text (TT) and its delivery by comparing the sight translation (SiT) of student interpreters from their native language (NL) into a foreign language (FL) and vice versa. Procedure. The participants, seven Slovak university graduates, sight-translated a non-specialised 272-word text from FL (English) into NL (Slovak). Their TTs were then compared with the TTs of the same students in the first series of the study where they translated a non-specialised 250-word text from NL (Slovak) into FL (English). The comparison was based on the following parameters: the rate of TT delivery, the degree of retention of ST information in the TT (based on the comparative proportions of omissions and major errors), the quality of TT delivery (as measured by the relative percentage of unmotivated pauses), and the respective ratio of surface-oriented (SurfOS) and sense-oriented (SensOS) translation strategies in the two directions of SiT. Results. Delivery in the FL–NL SiT was 1.5 times faster than in the NL–FL direction. The FL–NL SiT is characterised by a better retention of ST information. The proportion of omissions in the FL–NL SiT is 1.7 times lower and the number of major errors 7 times lower than in the NL–FL direction, which allows for a higher lexical accuracy of the TT in the FL–NL SiT. In the FL–NL direction, the correlation between the surface-oriented (SurfOS) and the sense-oriented (SensOS) translation strategies is more flexible and less dependent on the ST structure. For the same reason, the quality of TT delivery in the FL–NL direction is better, which is reflected in fewer long hesitations and TT repairs. Conclusion. Directionality is a factor influencing SiT efficiency. The conclusion about the dominance of the SurfOS strategy in FL–NL SiT should not be taken literally. SiT is not a mechanical substitution of target language equivalents for ST words, but a process of intensive intellectual activity related to ST processing and TT synthesis.
Technohumanistic problems through the prism of online translator and interpreter training
(Charkivskyj nacionaľnyj universytet imeni V. N. Karazina, 2024) Chernovatyi, Leonid
This paper, which is based on the results of experimental studies of online training of Ukrainian philology students, future interpreters and translators, using machine translation as an example, examines the global and topical issue of balanced coexistence of humans and technology in the context of theoretical ideas of technohumanism. This concept postulates the harmonious and complementary development of humanity and technology. The paper aims to determine the degree of independence and autonomy of a human (student) after having transferred part of their own translation competence to machine translation systems (MT) in the context of online learning, as well as the impact of such transfer on the efficiency of the relevant activity (translation and interpreting). It is established that a significant number of online university students constantly apply MT in their learning activities, including written and oral assignments, even in cases where the conditions of their performance explicitly prohibit it. In the course of studying the ways of concealing the application of MT in oral and written translation, the author has identified a number of methods used by students for this purpose. It is concluded that shifting responsibility for the quality of translation or interpreting to technology as a result of excessive application of MT does not justify itself. In addition, it hinders the development of human translation competence, largely turning it into a supplement to technological tools. Negatively assessing such trends in online specialist training, the author proposes a number of measures to ensure the parallel but more harmonious development of the technology-related and anthropomorphic constituents of the future translator’s and interpreter’s professional competence.

Prehliadať

Prehliadanie 08 Články v časopisoch podľa Autor "Chernovatyi, Leonid"

Výsledky na stránku

Možnosti zoradenia