Research On The Training Of Post Editing Ability Based On A Computer Aided Translation Platform

With the development of the global economy and the advancement of science and technology,computer aided translation(CAT)has been widely used in various industries.Especially with the continuous improvement of the quality of machine translation,the working mode of translation practitioners has also changed.Compared with manual translation,post editing can greatly improve the efficiency of translation,and it has become an active translation implementation method in language services.Therefore,it is imperative to cultivate translation professionals who meet the needs of the market and improve the breadth and depth of CAT applications and training.Literature review shows that there is a lack of the practical exploration on the cultivation of post-translation editing ability based on the teaching platform of computer-aided translation.This paper is based on the urgent demand for the course of CAT in translation teaching nowadays.It starts from discussing the concept of post-translation editing and analyzing the necessity and feasibility of cultivating CAT post-translation editing ability.The researcher makes an experimental comparative study of 32 students by using a computer assisted translation teaching platform and combines the results of experiments and surveys with the basic principles of teaching design and autonomic learning theory at the same time.Meanwhile,the teaching strategy and iterative teaching model were continuously improved in practice.The process data show that even in the autonomous learning mode without classroom instruction,the platform-based student practice and teacher’s feedback can significantly improve students’ translation level.The results of the questionnaire show that students are satisfied with the learning experience of post-translation editing based on the platform.In addition,the learning data shows that students’ mastery of different translation knowledge points has some regularities.The most easily mastered knowledge points include synthesization,ellipsis and avoiding run-on sentences.It is easy for the students to become aware of the importance of avoiding Chinglish and literal translation and striving for lexical diversity.However,implementing these strategies effectively requires long-term training.Students’ awareness of verification in proper noun translation is insufficient.The most difficult knowledge points for students to master,which require higher language proficiency,are explicative translation and explicitation,accurate and vivid use of words and conversion of language structure.Meanwhile,different learners have different learning achievements.Based on previous research,the researcher developed an autonomous learning ability scale consisting of 15 constructs.By matching and analyzing students’ English starting level,translation learning input,autonomous learning ability and other factors with their learning results,we can find out the factors that affect students’ post-editing learning effectiveness.The results show that three main dimensions that affect the learning effectiveness are learning concept,learning behavior and learning experience.The most influential factors are: self-efficacy,learning interest,learning expectation,learning anxiety,reflection and evaluation and self-monitoring.Finally,this paper puts forward suggestions for the instructional design of post-editing ability training based on the platform,hoping that the practical exploration of this study can provide reference for talent training practice in similar educational situations.