II’’ll ll CERTTainlyCERTTainly need to know thatneed to know that

What students (and others) think about What students (and others) think about the need for translation technologies in the need for translation technologies in

their training and future worktheir training and future work

Lynne Bowker (1) and Elizabeth Marshman (2) Lynne Bowker (1) and Elizabeth Marshman (2) University of Ottawa (1, 2) and University of Ottawa (1, 2) and

Observatoire de linguistique sensObservatoire de linguistique sens--texte (2)texte (2)Canadian Association for Translation Canadian Association for Translation StudiesStudies

Vancouver, May 2008Vancouver, May 2008

CATS 2008 2

IntroductionIntroductionGrowing importance of technologies in translation Growing importance of technologies in translation industryindustry

Translation market surveys:Translation market surveys:Allied Business Intelligence (2002)Allied Business Intelligence (2002)

““The translation market value in 2001 of US $7.1 billion will groThe translation market value in 2001 of US $7.1 billion will grow to w to US $11.5 billion by 2007US $11.5 billion by 2007””““In recent years, a great deal of emphasis has been placed on In recent years, a great deal of emphasis has been placed on reducing turnaround times while maintaining a high level of reducing turnaround times while maintaining a high level of accuracy.accuracy.””

Canadian Translation Industry Canadian Translation Industry SectoralSectoral Committee (1999)Committee (1999)“[Translation technology] is the sector of the translation industry that will experience the strongest growth, nearing 50% per year.”

Bowker (2004)Bowker (2004)““the number of jobs requiring candidates to be familiar with specialized translation tools is virtually doubling on an annual basis.””

CATS 2008 3

Surveys of translatorsSurveys of translatorsGeneral comfort level with computersGeneral comfort level with computers

LagoudakiLagoudaki (2006)(2006) Dillon&FraserDillon&Fraser (2006)(2006) Wheatley (2003)Wheatley (2003)Excellent: 30%Excellent: 30%Good: 64%Good: 64%Adequate: 6%Adequate: 6%

Very good: 17%Very good: 17%Good: 40%Good: 40%Average: 41%Average: 41%

Excellent: 19%Excellent: 19%Good: 58%Good: 58%Adequate: 23%Adequate: 23%

CTISC (1999): “the Canadian translation industry makes full use of basic computer tools” but “the penetration rate of more sophisticated electronic tools is relatively low.”Bowker (2004): 60% of employers require basic computer literacy; 18% seek knowledge of specialized tools

CATS 2008 4

Surveys of translators (2)Surveys of translators (2)Types of technologies usedTypes of technologies used

Fulford and Fulford and GranellGranell--ZafraZafra (2005)(2005)Word processors: 99%Word processors: 99%Search engines: 85%Search engines: 85%Electronic dictionaries: 79%Electronic dictionaries: 79%Term banks: 59%Term banks: 59%Translation memories: 28%Translation memories: 28%Terminology management systems: 24%Terminology management systems: 24%Machine Translation: 5%Machine Translation: 5%

CATS 2008 5

Surveys of translators (3)Surveys of translators (3)Users of Users of Translation MemoryTranslation Memory toolstools

ATIO (2007): 44%ATIO (2007): 44%OTTIAQ (2006): 45.6%OTTIAQ (2006): 45.6%LagoudakiLagoudaki (2006): 82.5%(2006): 82.5%

Respondents were technical translatorsRespondents were technical translators

Dillon and Fraser (2006): 52%Dillon and Fraser (2006): 52%Fulford and Fulford and GranellGranell--ZafraZafra (2005): 28%(2005): 28%Wheatley (2003): 64%Wheatley (2003): 64%

Specific focus on localization industrySpecific focus on localization industry

Average: 52.6%Average: 52.6%

CATS 2008 6

Surveys of translators (4)Surveys of translators (4)

Motivations for using TMs (in Motivations for using TMs (in descending order)descending order)

Increase productivity/save timeIncrease productivity/save timeBetter terminology Better terminology management/consistencymanagement/consistencyImproved overall qualityImproved overall qualityEmployer/client requirementEmployer/client requirement

CATS 2008 7

Surveys of translators (5)Surveys of translators (5)Barriers to using TMsBarriers to using TMs

LagoudakiLagoudaki (2006)(2006) Wheatley (2003)Wheatley (2003)Cost: 25%Cost: 25%CanCan’’t figure it outt figure it out: 16%: 16%Tried but didnTried but didn’’t like itt like it: 5%: 5%Lack of time/energy to Lack of time/energy to

implement itimplement it: 4%: 4%

Cost: 51%Cost: 51%Need for trainingNeed for training: 38%: 38%Difficult to learnDifficult to learn: 34%: 34%Low awareness of Low awareness of

potentialpotential: 34%: 34%

Lack of confidenceLack of confidence: 25%: 25%

Many barriers could be removed with better Many barriers could be removed with better trainingtraining

CATS 2008 8

Surveys of translators (6)Surveys of translators (6)

LagoudakiLagoudaki (2006)(2006) Wheatley (2003)Wheatley (2003)No training: 51%No training: 51%Short course or seminar: 18%Short course or seminar: 18%By employer: 12%By employer: 12%By developer/vendor: 7%By developer/vendor: 7%Academic program: 7%Academic program: 7%

Informal (colleagues, user groups): 5%Informal (colleagues, user groups): 5%

SelfSelf--taught: 51%taught: 51%Formal training by an Formal training by an

independent trainer: 12%independent trainer: 12%University taught: 3%University taught: 3%

Type of training received on TMsType of training received on TMs

High % of untrained or selfHigh % of untrained or self--taught users points to a need for taught users points to a need for better training strategiesbetter training strategiesCTISC (1999): CTISC (1999): ““Training institutions seem unable to exploit fully the potential of new technology.”

CATS 2008 9

Observations on training needsObservations on training needsUsers respond to TMs in different ways

Some skepticism of the value of TMs (Fulford and Granell-Zafra 2005)

Users of TMs have a more positive perception of them than those who don’t (Dillon and Fraser 2006)

Those with strong basic technology skills more likely to see the value of specialized tools (Dillon and Fraser 2006)

Recommend a modular approach to learning about different tools (“little steps”) with guidance about a logical progression (Fulford and Granell-Zafra 2005)

Inexperienced translators seem naïve about the limitations of TMs (Dillon and Fraser 2006)

Translators need guidance not only about how but also when to use specialized tools (Dillon and Fraser 2006)

Challenge: Can university training be adapted to meet these needs?

CATS 2008 10

Rising to the challengeRising to the challenge

Need for integration into translation programsNeed for integration into translation programsDifficulty of introducing technologies into the Difficulty of introducing technologies into the classroomclassroom

Need to train both students and professors Need to train both students and professors Need for extensive, targeted exercises for Need for extensive, targeted exercises for teachingteachingNeed for additional resources (corpora, sample Need for additional resources (corpora, sample files)files)Need to encourage critical thinking about toolsNeed to encourage critical thinking about tools

CATS 2008 11

Introducing CERTTIntroducing CERTTCollection of Electronic Resources in Collection of Electronic Resources in Translation Technologies (CERTT) Project Translation Technologies (CERTT) Project (launched in April 2007)(launched in April 2007)

Goal: Develop an integrated resource for Goal: Develop an integrated resource for teaching translation technologiesteaching translation technologies

Facilitate teaching and learning of tools in Facilitate teaching and learning of tools in technologytechnology--related coursesrelated courses

Computers and translation, terminology, documentation Computers and translation, terminology, documentation and lexicologyand lexicology……

Encourage integration of tools into other coursesEncourage integration of tools into other coursesIncrease both professorsIncrease both professors’’ and studentsand students’’ comfort with comfort with toolstools

CATS 2008 12

CERTT ContentsCERTT ContentsAccomplishing these goals: Accomplishing these goals: The CERTT siteThe CERTT site

Bilingual tutorials and exercises for a range of toolsBilingual tutorials and exercises for a range of toolsTranslation memoryTranslation memory and similar toolsand similar toolsBitext alignersBitext alignersConcordancersConcordancers, both bilingual and monolingual, both bilingual and monolingualTerminology management systemsTerminology management systemsTerm extractorsTerm extractorsTerm banksTerm banks and electronic dictionariesand electronic dictionariesSearch enginesSearch engines and Web toolsand Web toolsUseful functions of Useful functions of OfficeOffice toolstoolsBasic Basic WindowsWindows functionsfunctions

CATS 2008 13

CERTT Contents (2)CERTT Contents (2)Presentation of main functions, as seen in the Presentation of main functions, as seen in the laboratory environmentlaboratory environment

StepStep--byby--step instructionsstep instructions

Consistent tutorial format and terminologyConsistent tutorial format and terminology

Division of tasks for use in 80Division of tasks for use in 80--minute labsminute labs

Coverage of advantages, challenges, Coverage of advantages, challenges, differences, questions for reflectiondifferences, questions for reflection

Corpora and sample files for practicing with toolsCorpora and sample files for practicing with tools

Additional resourcesAdditional resources

CATS 2008 14

Evaluating needs: surveysEvaluating needs: surveys

Anonymous, voluntary surveys devised Anonymous, voluntary surveys devised to evaluate needs and interests of to evaluate needs and interests of potential user groups:potential user groups:

1616 professors of translation professors of translation (Sept. (Sept. ‘‘07, Feb. 07, Feb. ‘‘08)08)

102102 future student CERTT users future student CERTT users (Sept. (Sept. ‘‘07, Jan. 07, Jan. ‘‘08)08)

3434 students after use of CERTT in courses students after use of CERTT in courses (Dec. (Dec. ’’07, April 07, April ‘‘08)08)

CATS 2008 15

Importance of technologiesImportance of technologies

Strongly disagree1%

Disagree2%

Neutral7%

Agree34%

Strongly agree54%

Unable to evaluate2%

CATS 2008 16

Anticipated positionAnticipated position

0

10

20

30

40

50

60

70

% of respondents

Translator

Interpreter

Editor/revis

er

Writer

Technical write

r

Terminologist

Teacher/professor

Other/ no answer

Not sure ye

t

English

French

All

CATS 2008 17

Anticipated employerAnticipated employer

0

5

10

15

20

25

30

35

40

% of respondents

Government

FreelanceStaff

School/Universit

y

Other / no answer

Not sure ye

t

English

French

All

CATS 2008 18

General technology comfort level & General technology comfort level & Experience with specialized toolsExperience with specialized tools

Very uncomfortable2% Not very comfortable

14%

Somew hat comfortable22%

Fairly comfortable35%

Very comfortable27%

None48%

A little29%

A moderate amount14%

A fair bit8%

A lot1%

Comfort level

Experience with specialized tools

CATS 2008 19

Tools of interest to usersTools of interest to users

0 5 10 15 20 25 30 35 40 45 50

% of respondents

Term banks

Web tools & search engines

Office tools

Translation m

emory systems

Machine transla

tion

Bilingual co

ncordancers

Term Extractors

Terminology management system

Bitext aligners

Localisation tools

Active terminology re

cognition tool

Monolingual concordancers

Corpora

Windows

Don’t know (a

s only answer)

CATS 2008 20

Tools of interest for students: Tools of interest for students: students and professorsstudents and professors

0 10 20 30 40 50 60

% of respondents

Term banks

Web tools & search engines

Office tools

Translation m

emory systems

Machine transla

tion

Bilingual co

ncordancers

Term Extractors

Bitext aligners

Localisation tools

Monolingual concordancers

Corpora

Don’t know (o

nly answ

er)

Students

Professors

CATS 2008 21

Motivations for learning about toolsMotivations for learning about tools

0

10

20

30

40

50

60

70

80

% of respondents

Efficiency/T

ime savings

Quality of w

ork

Required in course

Staying cu

rrent in

the field

Being competitive

Personal interest

Clients/employers

Increasing income

Other/none

Not really interested

CATS 2008 22

Barriers to integrating tools in teachingBarriers to integrating tools in teaching

0

5

10

15

20

25

30

35

40

45

50

% of respondents

Time to learn Know ing toolto use

Time to buildresources

Findinginformation

Other: natureof courses

Studentsreluctant

Tools notuseful

CATS 2008 23

Moving forwardMoving forwardCERTT represents a good startCERTT represents a good start

Encouraging feedback so far from students and Encouraging feedback so far from students and professorsprofessors

Room for improvementRoom for improvementIncrease userIncrease user--friendlinessfriendlinessExpand coverage (new tools, more exercises, Expand coverage (new tools, more exercises, advanced tutorials, additional corpora)advanced tutorials, additional corpora)Increase French contentIncrease French contentEncourage use in a wider range of courses, Encourage use in a wider range of courses, particularly those that are not particularly those that are not ““corecore”” technology technology coursescourses

For more informationFor more information……

CERTT Web site:CERTT Web site:http://aix1.uottawa.ca/~certthttp://aix1.uottawa.ca/~certt

CERTT eCERTT e--mail:mail:uo.certt@gmail.comuo.certt@gmail.com

Thanks to our hard-working CERTT assistants:Nayelli Castro, Analisa Delvecchio, Jessica Duhaime, Reza Farzi, Marta Gómez Palou, Nazila Khalkhali, Kim Lacroix, Cheryl McBride, Trish van Bolderen, Julian Wallis

CERTT project supported by the University of Ottawa Faculty of Arts and Centre for University Teaching and the Social Sciences and Humanities Research Council of Canada

Thank youThank you