Application of google translate among third year students majoring in translation and interpreting felte ulis

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER APPLICATION OF GOOGLE TRANSLATE AMONG THIRD-YEAR STUDENTS MAJORING IN TRANSLATION AND INTERPRETING, FELTE, ULIS Supervisor: Vương Thị Thanh Nhàn Student: Lê Diệu Linh Course: QH2016.F1.E22 HÀ NỘI – 2020 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP ỨNG DỤNG GOOGLE DỊCH CỦA SINH VIÊN NĂM BA CHUYÊN NGÀNH BIÊN PHIÊN DỊCH, KHOA SPTA, ĐHNN - ĐHQGHN Giáo viên hướng dẫn: Vương Thị Thanh Nhàn Sinh viên: Lê Diệu Linh Khóa: QH2016.F1.E22 HÀ NỘI – 2020 Signature of Approval _ Hanoi, June 9, 2020 ACCEPTANCE I hereby state that I: Lê Diệu Linh, Class QH2016.F1.E22 being a candidate for the degree of Bachelor of Arts (programme) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Lê Diệu Linh Date: May 11, 2020 ACKNOWLEDGEMENTS This part is dedicated to the following people without whom I could not have completed this graduation paper First of all, I would like to express my deepest and most sincere gratitude to my thesis supervisor and former teacher, Ms Vuong Thi Thanh Nhan for her enthusiasm, motivation and profound knowledge Her invaluable guidance has considerably assisted me throughout this research Secondly, I would like to thank 104 third-year students majoring in Translation and Interpreting from six mainstream classes of class QH2017.F1 in FELTE, ULIS, whose participation is significant in this research paper My completion of this graduation paper could not have been accomplished without the support of my classmates from QH2016.E22, especially my best friend Phuong Ha, who has always given me advice and stimulation during the writing period i ABSTRACT The purpose of this research paper is to examine the application of Google Translate among third-year students majoring in Translation and Interpreting, FELTE, ULIS From the perspective of the researcher, thanks to the advent of technology, students’ translation procedures have been affected to some extent By dint of survey questionnaires and semi-structured interviews, along with the participation of 104 third-year students, this study investigates that GT plays an integral part in learning process of these students at university Moreover, GT has both positive and negative influences on students’ both translation process and translation quality Specifically, GT helps improve students’ translation speed, translation accuracy, technical words, idioms and simple texts Meanwhile, translation naturalness is not supported remarkably by GT Based on the findings, several recommendations were proposed to help maximize its positive effects and minimize all the possible limitations ii ACKNOWLEDGEMENTS………………………………………………… i ABSTRACT………………………………………………………………… ii TABLE OF CONTENT…………………………………………………… iii LIST OF ABBRIEVATIONS……………………………………………… vi LIST OF TABLES AND FIGURES……………………………………… vii PART I: INTRODUCTION………………………………………………… 1 Statement of research problems & rationale for the study Research objectives and research questions .3 Significance of the study Scope of the study Organization of the research paper .5 PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Overview about Translation 1.1.1 Definition of Translation .6 1.1.2 Translation Process .8 1.2 Overview about Machine Translation (MT) and Computer-aided Translation (CAT) 1.3 Overview about Google Translate 11 1.3.1 Introduction about Google Translate 11 iii 1.3.2 Working process of Google Translate 13 1.3.3 Pros and Cons of Google Translate 14 1.3.3.1 Pros of GT .14 1.3.3.2 Cons of GT 14 CHAPTER 2: RESEARCH METHODOLOGY .16 2.1 Sampling method 16 2.2 Participants of the study 16 2.3 Data collection instruments 17 2.3.1 Questionnaire 17 2.3.2 Semi-structured interview 19 2.4 Data collection procedure .19 2.4.1 Collecting data from questionnaires ,.19 2.4.2 Collecting data from semi-structured interviews 20 2.5 Data analysis procedure 20 2.5.1 Data from questionnaires 20 2.5.2 Data from interviews 22 CHAPTER 3: RESULTS AND DISCUSSION 23 3.1 Frequency of students’ use of GT .23 3.2 Effects of GT……… .24 3.2.1 Students’ perspectives about GT .24 iv 3.2.2 GT’s supports during translation process 26 3.2.3 GT’s supports on translation quality 27 3.3 Recommendations…… .35 PART III: CONCLUSION 38 Summary of the findings 38 Limitations of the study 39 Suggestions for future studies 39 REFERENCES 40 APPENDICES .44 APPENDIX 1: Questionnaire 44 APPENDIX 2: Interview Questions 49 v LIST OF ABBRIEVATIONS GT Google Translate MT Machine Translation CAT Computer-aided Translation SL/ST Source Language/Source Text TL/TT Target Language/Target Text RMT Rule-based Machine Translation SMT Statistical Machine Translation NMT Neural Machine Translation vi thought it would have a reverse influence if he could not that and relied totally on a tool The third interviewee proposed the opinion that to make the most of GT’s effect, each of the students should develop critical thinking GT was a tool, and it could provide inaccurate translation sometimes, so utilizing critical thinking would make it better It was the lucid way students could use GT In general, the interviewees thought that their translation could be enhanced with their own attempts They advocated developing critical thinking, investing more in editing process and avoiding a total reliance on GT Besides that, there are some external ways to bolster the efficient use of GT that are proposed in the questionnaire Figure 7: Students’ recommendations for the effective use of GT According to the bar chart, 43 out of 69 students recommended that a forum for students to share and update tips in using machine translation be required Meanwhile, 58% of them was in favor of another solution that some seminars for students to obtain experiences in applying machine translation from the experienced should be held Only a small number of participant thought of opening a separate course on how to use machine translation Summary: In this chapter, the three research questions were answered thoroughly based on the data from survey questionnaires and semi-structured 36 interviews The results were illustrated and analysed critically with the demonstration of tables and charts, followed by a detailed discussion of the results after each main point The summary of the findings will be presented in the following part 37 PART III: CONCLUSION In this part, a summary of findings of this research will be manifested first, followed by a report on the implications and limitations of this study Recommendations for future research in the similar research field will be provided to transcend the limitations in this paper Summary of the findings This study was conducted to examine the effects of GT use in students’ translation process With the data collected from questionnaire and semi-structured interviews, some noteworthy insights were reported in terms of the research matter First of all, GT was used on a regular basis by the students majoring in Translation and Interpreting, showing the fact that GT also plays a pivotal part in translation learning process of these students at university Secondly, GT has both positive and negative effects on students’ translation procedure Generally, participants illustrated positive assumptions towards GT’s translation During translation process, GT was reported to enable students to fulfil their different purposes and improve their ranslation speed In terms of translation quality, GT assisted participants mainly in terms of translation accuracy, technical words, idioms and simple texts It did not provoke much positive influence on translation naturalness For those reasons, most of the respondents agreed to apply GT in their future career Finally, some suggestions to boost the advantages of GT were proposed, with respect to both internal and external factors Students thought that they should endeavor themselves to promote their final translation based on GT’s raw materials Moreover, some other recommendations were introduced, including founding a forum to share tips and holding seminars by the experienced translators in the field of MT 38 Limitations of the study Eventhough the researcher had made every effort to conduct a careful research, several limitations still exist in the paper Scope of the study can be considered the first limitation The research was carried out on a small scale of four mainstream classes at FELTE, ULIS, VNU, along with the absence of various students during data collection procedure Therefore, the findings may not be sufficient to be generalized In addition, the study should also consider participants from professional working environment when GT could be used for practical purposes The findings have just only examined the students’ tendency to use it in future workplace Finally, GT’s advancements were not thoroughly discussed in this research paper, when in fact GT has evolved remarkably in the recent time Suggestions for further studies This study provides teachers and student translators at FELTE, ULIS with an insight into the current situation of GT application during translation learning process The research paper clarifies all the effects that GT adoption may exert on students themselves Being acknowledged of those impacts, both students and teachers can consider suitable approaches to maximize its postive influence and minimize all the limitations Secondly, this research paper focused only on student translators’ perspectives; while the viewpoints of teachers are also necessary Research in the future can investigate teachers’ evaluation between students’ translation with and without the use of GT Future studies had better examine opinions of the teachers in order to collect more useful information in terms of GT’s effects and solutions towards the issues 39 REFERENCES Ahmed, S (2009) Cluster Sampling Methods in Sample Surveys Bassnett, S & André Lefevere (Eds) (1998, 2000) Constructing cultures—Essay on literary translation Shanghai: Shanghai Foreign Language Education Press Bell, R T (1991) Translation and translating: Theory and practice New York: Routledge Berndsen, J (2019) Google Translate: the end of language barriers Retrieved October 25, 2019, from https://www.diggitmagazine.com/articles/googletranslate-end-language-barriers Boitet, C., Blanchon, H., Seligman, M & Bellynck, V (2010) MT on and for the Web Bowker, L (2002) Computer-aided translation technology: a practical introduction Ottowa: University of Ottowa Press Brownlee, J (2019) A Gentle Introduction to Neural Machine Translation Retrieved November 2, 2019, from https://machinelearningmastery.com/introduction-neural-machinetranslation/ Caminade, M & Pym, A (1995) Les formations en traduction et interprétation Essai de recensement mondial Paris: Sociộtộ Franỗaise des Traducteurs Catford, J C (1965) A linguistic theory of translation: an essay in applied linguistics London, England: Oxford University Press Clandinin, D J., & Connelly, F M (2000) Narrative inquiry: experience and story in qualitative research San Francisco: Jossey-Bass Publishers 40 Freitas, C & Liu, Y (2017) Exploring the Differences between Human and Machine Translation García de Toro, C (2007) Translation Studies: an overview Cadernos de Traduỗóo Retrieved October 25, 2019, from https://www.researchgate.net/publication/251565700_Translation_Studies_ an_overview Hadley, J (2014) Theorizing in Unfamiliar Contexts: New Directions in Translation Studies Retrieved October 25, 2019 from https://www.academia.edu/6981008/Theorizing_in_Unfamiliar_Contexts_New_D irections_in_Translation_Studies Halliday, M A K (1961) Categories of the theory of grammar Indianapolis: Bobbs-Merrill Retrieved October 24, 2019 from https://cedar.wwu.edu/wwu_honors/61 Hutchins, W J., & Somers, H L (1992) An introduction to machine translation London: Academic Press Lapadat, J & Lindsay, A (2008) Transcription in Research and Practice: From Standardization of Technique to Interpretive Positionings Larson, M L (1984) Meaning-Based Translation: A Guide to Cross - Language Equivalence Lanham Md: University Press of America Li, H., Graesser, A.C & Cai, Z (2014) Comparison of Google Translation with Human Translation Lopez, A (2008) Statistical machine translation ACM Computing Surveys, 40(3):1–49 Machine Translation WWU Honors Program Senior Projects Retrieved from Mahdi, H (2018) A Review of Literature of Computer-Assisted Translation India’s Higher Education Authority UGC Approved List Of Journals Serial Number 49042, 18:9 Retrieved October 27, 2019, from 41 https://www.researchgate.net/publication/328019119_A_Review_of_Litera ture_of_Computer-Assisted_Translation McDonald, C (2017) Ok slow down Retrieved November 1, 2019, from https://medium.com/@chrismcdonald_94568/ok-slow-down 516f93f83ac8 McGuire, N (2019) How Accurate Is Google Translate in 2018? Retrieved Munday, J (2001) Introducing Translation Studies: Theories and Applications Oxon: Routledge Newmark, P (1982, 2001) Approaches to translation Shanghai: Shanghai Foreign Language Education Press Newmark, P (1988, 2001) A textbook of translation Shanghai: Shanghai Foreign Language Education Press November 1, 2019, from https://www.argotrans.com/blog/accurate-google translate-2018/ The Linguistic Approach to Translation (n.d.) Retrieved October 29, 2019, from https://www.onehourtranslation.com/translation/blog/linguistic-approachtranslation The State of Machine Translation 2019 (n.d.) Retrieved October 28, 2019, from https://www.smartling.com/resources/101/the-current-state-of-machinetranslation-in-2019/ Torop, P (2002) Translation as translating as culture Sign Systems Studies 30 (2):593-604 Tou, A.B (1989) Some Insights from Linguistic into the Processes and Problems of Translation TEFLIN Journal 1.P.123-148 Turovsky, B (2016) Found in translation: More accurate, fluent sentences in Google Translate Retrieved October 27, 2019, https://www.blog.google/products/translate/found-translation-moreaccurate-fluent-sentences-google-translate/ 42 from Wallace, M J (1998) Action research for language teachers Cambridge: Cambridge University Press Weaver, W 1955 Translation Machine Translation of Languages: Fourteen Essays Cambridge: MIT Press Zhou,W, & Gao, B (2016) Study on the Application of Computer-Aided Translation (CAT) in Translation Teaching US-China Language, 14(12) https://doi.org/10.17265/1539-8080/2016.12.004 43 Foreign APPENDICES APPENDIX 1: QUESTIONNAIRE My name is Le Dieu Linh, and I am a fourth-year student from class QH2016.F1.E22 I am conducting a research named “Application of Google Translate among Third-year students majoring in Translation and Interpreting, FELTE, ULIS” as my graduation paper Your support will be of great importance in order for this study to be carried out Therefore, I would like to ask you to please kindly complete the following questionnaire, which will be the main sources of data needed for this research For the reliability of the results, please give specific and honest answers as much as possible Your information and responses will be kept confidential and used solely for research purposes Should you have any inquiry, please contact me via email: ledieulinh31121998@gmail.com or phone: 0976297868 Thank you very much for your support! This survey questionnaire has two parts Part I Personal information Your name: _ Class: _ Email Address: _ Phone number: _ 44 Part II: Questionnaire Thank you very much for your contribution to my study! What is your attitude towards GT before using it?  It is a good and smart tool  It is good for single word translation  It is good for paragraph and long text translation  It is not good for serious translation  It is not good at all  Others: _ Do you use GT to support your translation in Translation Practice? If yes, how often and for what purpose? If no, skip this question  Frequently  Sometimes  Rarely  Never Purpose(s): (terminology, raw translation, paragraph translation, etc) On a scale from 1-5, being best, where would you range the RAW GT output?     45  On a scale from 1-5, being best, where would you place your translation after you have post-edited it? 1     5 On which areas you find that GT has improved/impaired your translation?  translation speed (improved/impaired)  translation accuracy (improved/impaired)  translation naturalness (improved/impaired)  translation terminology/proper names/idioms (improved/impaired)  Neither better nor worse  Others: Do you consider GT to be a TRUSTWORTHY translation aid? Why/why not?  Yes ( %)  No (TRUSTWORTHY here means the provision of accuracy translation in terms of single word/technical terms/paragraph/grammar, etc) Reason: 46 Do you consider GT to be a USEFUL translation aid?  Yes ( %)  No Which area(s)? _ _ Do you think your translation, in general, would have been better or worse with the use of GT?  Better  Worse  No difference In your opinion, what should be done to enhance students’ capability in applying GT in particular and machine translation in general? (You can put a tick on more than one box)  Open a course  Found a forum for students to share and update tips in using machine translation  Hold some seminars for students to obtain experiences in applying machine translation from the experienced 47 Your comment/ suggestion: _ _ 10 Would you consider using GT in a professional setting? Why/why not?  Yes  No Reason: Thank you very much for your cooperation! 48 APPENDIX 2: INTERVIEW QUESTIONS Could you mention some aspects that GT have supported you during your application process? Could you please provide some specific evidence such as your translated text in “Translation Practice” book to prove GT’s supports or limitations? Did you receive satisfactory results or scores for your translation exercises? Did your teacher give any particular comments or feedback for the translation exercises that you had applied GT? Do you think students should be instructed thoroughly in terms of application of GT in their curriculum for the sake of positive learning outcomes? Do you have any further recommendations or suggestions to instruct students to use GT in particular and machine translation in general? 49 50 ... to examine the application of Google Translate among third- year students majoring in Translation and Interpreting, FELTE, ULIS From the perspective of the researcher, thanks to the advent of technology,... about the ? ?APPLICATION OF GOOGLE TRANSLATE AMONG THIRD- YEAR STUDENTS MAJORING IN TRANSLATION AND INTERPRETING, FELTE, ULIS? ?? to investigate further into this matter Research objectives and research... Google Translate among students majoring in Translation and Interpreting at FELTE, ULIS in ? ?Translation Practice” The study would be of great importance for the students? ?? improvement in their translation