Abstract:

With machine translation post-editing becoming an important link in the language service industry, the cultivation of post-editing talents has become an important topic in translation studies. Research on the post-editing teaching started earlier in foreign countries, while domestic research is almost in a gap. Based on the curricular in foreign universities and guided by the three-dimensional model of post-editing competence constructed by Feng Quangong, this study explores the practical significance of post-editing teaching on improving post-editing competence with teaching practice. This study conducts questionnaire survey and interviews on students of translation technology course in an applied university in Shanghai. The results show that: (1) Machine translation post-editing has great development potential and prospects, so it is necessary to set up an independent course for in-depth learning; (2) After teaching, the students’ overall mastery of post-editing competence is good, but the performance of various dimensions is uneven, showing the characteristics of “strong knowledge competence, weak cognitive competence, and lack of technical competence”; (3) Cognition has the greatest influence on improving post-editing competence. This paper, taking the above as the basis, puts forward suggestions on the teaching from the aspects of content, methods and mode in order to achieve better teaching results.

Key words: Translation Teaching, Post-Editing, Post-Editing Teaching, Post-Editing Competence