{"id":75103,"date":"2024-12-05T00:00:28","date_gmt":"2024-12-05T05:00:28","guid":{"rendered":"https:\/\/world.edu\/?p=75103"},"modified":"2024-12-05T00:00:28","modified_gmt":"2024-12-05T05:00:28","slug":"learning-to-translate-in-the-age-of-ai-do-we-still-need-to-do-theme-and-version-exercises","status":"publish","type":"post","link":"https:\/\/world.edu\/learning-to-translate-in-the-age-of-ai-do-we-still-need-to-do-theme-and-version-exercises\/","title":{"rendered":"Learning to translate: in the age of AI, do we still need to do theme and version exercises?"},"content":{"rendered":"

\"\"<\/span><\/strong><\/p>\n

“If translation tools work miracles, why practice transposing texts from one language to another?” students ask themselves. Far from being trivial, this learning allows us to become truly aware of the subtleties and functioning of the language we are learning.<\/span><\/strong><\/p>\n

\n

\u201cDeepL works miracles, so why should I learn to translate?\u201d<\/span><\/a>\u00a0asks a student in a\u00a0<\/span>translation<\/span><\/em>\u00a0course .<\/span><\/p>\n

Thematic<\/span><\/em>\u00a0courses\u00a0(translating a text from French into the language studied) and\u00a0<\/span>version<\/span><\/em>\u00a0courses (translating a text from a language studied into French) occupy an important place in French\u00a0<\/span>university education<\/span><\/a>\u00a0, in language degrees up to the\u00a0second cycle\u00a0<\/span>competitive examinations.<\/span><\/a><\/p>\n

Already in high school, students discover the subtleties inherent in moving from one language to another and, as part of\u00a0<\/span>teaching ancient languages \u200b\u200band cultures<\/span><\/a>\u00a0, they regularly practice translation.<\/span><\/p>\n

In a general context where\u00a0<\/span>neural translation<\/span><\/a>\u00a0, powered by artificial intelligence, increasingly rivals human translation, the interest of this learning can give rise to questioning.<\/span><\/p>\n

Course objectives to be clarified<\/strong><\/h4>\n

Without addressing the historical debates that mark the evolution of\u00a0<\/span>translation as a pedagogy<\/span><\/a>\u00a0and of\u00a0<\/span>translation studies<\/span><\/a>\u00a0as a discipline, it should be noted that numerous studies have highlighted the “strange status of translation at university, often based on a poor understanding of its interest”, in the words of academic\u00a0<\/span>Fayza El Qasem<\/span><\/a>\u00a0.<\/span><\/p>\n

Although teachers set specific learning objectives for theme and version courses, many students still struggle to understand their purpose. It is no secret that the phrase “Be careful, do not use an automatic translator!” has long been part of the instructions given to students, under the pretext that the quality of the translation is deplorable. Only dictionaries\u00a0<\/span>were<\/span><\/a>\u00a0allowed.<\/span><\/p>\n

Today, can teachers of\u00a0<\/span>theme<\/span><\/em>\u00a0and\u00a0<\/span>version<\/span><\/em>\u00a0courses still avoid automatic translators despite their\u00a0<\/span>obvious improvement<\/span><\/a>\u00a0\u00a0?<\/span><\/p>\n

It should be remembered that the skills targeted in the\u00a0<\/span>theme<\/span><\/em>\u00a0and\u00a0<\/span>translation<\/span><\/em>\u00a0courses range from understanding a text and the functioning of languages \u200b\u200bthrough linguistic analyses (grammar, vocabulary,\u00a0<\/span>translation processes<\/span><\/a>\u00a0) to the translation of a paragraph, as a means of assessing language skills. The extract to be translated is generally from the\u00a0<\/span>literary or journalistic<\/span><\/a>\u00a0register and only rarely opens up to so-called pragmatic translation (everyday, professional texts).<\/span><\/p>\n

In recent years, there has been no shortage of criticism. Recent studies have emphasized the growing interest in integrating technological tools into\u00a0<\/span>the teaching of translation<\/span><\/a>\u00a0.<\/span><\/p>\n

Beyond translation, understanding and analyzing linguistic subtleties<\/span><\/h4>\n

The\u00a0<\/span>theme<\/span><\/em>\u00a0and\u00a0<\/span>version<\/span><\/em>\u00a0courses , however, are real linguistic laboratories. They involve in-depth analysis of a source text by inviting learners to dissect the linguistic and extralinguistic structures that translation software still struggles to grasp. In\u00a0<\/span>theme<\/span><\/em>\u00a0or\u00a0<\/span>version<\/span><\/em>\u00a0, it is not simply a matter of translating isolated segments, but of grasping their overall meaning,\u00a0<\/span>identifying figures of speech<\/span><\/a>\u00a0or even tone, etc.<\/span><\/p>\n

Each level of analysis allows for an “acceptable” translation, of course, but above all it promotes a fine manipulation of the language, transposable to other contexts. This is the case for the translation of\u00a0<\/span>syntactic ambiguities<\/span><\/a>\u00a0or wordplay, humor or even\u00a0<\/span>neologisms<\/span><\/a>\u00a0.<\/span><\/p>\n

The work of linguist\u00a0<\/span>Natalie K\u00fcbler<\/span><\/a>\u00a0and her colleagues in\u00a0<\/span>specialist languages<\/span><\/a>\u00a0\u200b\u200bfurther demonstrates “the limits of these [machine translation] systems, particularly in the processing of complex noun phrases, both at the level of the phrase itself (possible variations in the juxtaposition of constituents, identification of coordinated constituents, etc.) and at the level of the text (instability of translation choices, adequate identification of the specialist field, etc.)”.<\/span><\/p>\n

Machine translation, as efficient as it is, remains imperfect despite its progress. While it is effective for simple and literal translations, it often struggles to capture essential contextual nuances. This is why the translation of idiomatic expressions (for example “the carrots are cooked”, “the turkeys of the farce”), instructions\u00a0<\/span>for use or certain advertisements<\/span><\/a>\u00a0sometimes produces renderings far removed from the original meaning, to the point of producing false meanings.<\/span><\/p>\n

Theme<\/span><\/em>\u00a0and\u00a0<\/span>version<\/span><\/em>\u00a0courses\u00a0can be an opportunity to raise awareness and support students towards a reasoned use of machine translation. It is also a space to practice identifying and correcting the pitfalls mentioned above, while strengthening the understanding of the linguistic systems of the languages \u200b\u200bstudied. In the long term, this analytical capacity is of fundamental importance in their future professional context. Communicators, journalists, translators or language teachers, these students will often be required to navigate between various sources of information, sometimes tainted with deepfakes\u00a0<\/span>to<\/span><\/a>\u00a0justify the possible failures that machine translators generate.<\/span><\/p>\n

Strengthening intercultural understanding<\/strong><\/h4>\n

In addition to the reinforcement of linguistic elements that can be supported by theme<\/span><\/em>\u00a0and\u00a0<\/span>version<\/span><\/em>\u00a0courses\u00a0, taking into account cultural specificities constitutes a learning element in its own right, particularly because translation is, among other things, a means of\u00a0<\/span>mediation between two cultures<\/span><\/a>\u00a0.<\/span><\/p>\n

Moreover, when the Canadian translation expert\u00a0<\/span>Jean Delisle<\/span><\/a>\u00a0speaks of the cultural dimension of translation, he uses the metaphor of the\u00a0<\/span>“hydra with a hundred thousand heads”<\/span><\/a>\u00a0to emphasize its multiple and dynamic nature.<\/span><\/p>\n

The ability to detect and understand cultural differences thus helps to prevent misunderstandings that can so easily arise in a foreign language and that are sometimes already present in the source language. The humorous excerpt from\u00a0<\/span>Juste Leblanc<\/span><\/a>\u00a0with the confusions between the adverb “juste” and the first name “Juste”, in the film Le D\u00eener de cons, illustrates this.<\/span><\/p>\n

Finally, by moving away from the sometimes artificial nature of the practices adopted in the teaching of the\u00a0<\/span>theme<\/span><\/em>\u00a0and the\u00a0<\/span>version<\/span><\/em>\u00a0and by taking into account the socio-economic evolution of society combined with the use of artificial intelligence, these courses could (re)gain the initial interest of the language learning path. Updated, they would be able to offer students a clearer understanding of the requirements of language-related professions, professions that today require specific human skills, complementary but distinct from those of machines.<\/span><\/p>\n

The question that arises today is no longer “Why teach the\u00a0<\/span>theme<\/span><\/em>\u00a0and the\u00a0<\/span>version<\/span><\/em>\u00a0in the age of AI?”, but rather “How?” “Letting the relationship with AI systems exist, where everywhere we often only talk about their uses, also means leaving room for the indeterminate dimension of their inhuman intelligence, as we can read in the book by Apolline Guillot, Miguel Benasayag and Gilles Dowek entitled\u00a0<\/span>Is AI a chance<\/span><\/em><\/a>\u00a0\u00a0?<\/span><\/p>\n

Author Bio:<\/strong> Anissa Hamza-Jamann is a Lecturer in Language Sciences at the University of Lorraine<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

“If translation tools work miracles, why practice transposing texts from one language to another?” students ask themselves. Far from being trivial, this learning allows us to become truly aware of the subtleties and functioning of the language we are learning. \u201cDeepL works miracles, so why should I learn to translate?\u201d\u00a0asks a student in a\u00a0translation\u00a0course . […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[4106],"coauthors":[11733],"class_list":["post-75103","post","type-post","status-publish","format-standard","hentry","category-education","tag-translation"],"acf":[],"yoast_head":"\nLearning to translate: in the age of AI, do we still need to do theme and version exercises? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/learning-to-translate-in-the-age-of-ai-do-we-still-need-to-do-theme-and-version-exercises\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Learning to translate: in the age of AI, do we still need to do theme and version exercises? - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"“If translation tools work miracles, why practice transposing texts from one language to another?” students ask themselves. 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