Machine Translation and Post-Editing in the Translation Curriculum – A Case Study at Minia University –

Document Type : Original Article

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German Department, Faculty of Al-Alsun, Minia University, Minia, Egypt

Abstract

With the increasing demand for multilingual translation and the associated establishment of neural machine translation and postediting in professional translation practice, the integration of machine translation into academic curricula is becoming increasingly important. The aim is to prepare graduates for the job market. Translator education is therefore faced with the need to adapt its curricula and teach relevant skills. The EMT Competence Framework emphasises the importance of working with machine translation as an indispensable technological sub-competence. This article examines the state of MT and MTPE in the German Department at the Minia University from a practical perspective. An empirical study is carried out with three questionnaires addressed to professional translators, students and teachers in order to shed light on the relevance of MT and MTPE in an academic and practical context. In addition, the attitudes of students and teachers are recorded in order to identify the challenges of integrating machine translation into the curriculum and to provide recommendations. The results reveal conflicting attitudes towards MT competence among the three groups of respondents and a mismatch between the translation curriculum and the demands of the labour market. A reorientation of the translation curriculum at Minia University is recommended. In this context, training for the teaching staff is necessary. In addition, MT and MTPE learning modules should be developed with other skills in mind to train students in the correct use and effective techniques. Finally, further research into detailed curriculum design is recommended.

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