ABSTRACT

Teaching computer-assisted translation (CAT) can require providing students with direct instructions on how to operate specific CAT tools. As opposed to subjects like translation theories, the teaching of CAT is often expected not only to instigate critical reflection but also to develop students’ instrumental software skills. Striking a balance between these two expectations is not always straightforward, however. This article presents an exploratory investigation that attempted to reduce the use of direct instructions in CAT teaching. We used different combinations of eye tracking, keylogging and screen recordings to examine the performance of students with no CAT experience in three autonomous learning tasks. We found that most students were able to complete the tasks with reasonable success despite the lack of direct instructions. We draw on the education literature to discuss the results and call for further research on the role of tool-specific instructions in the teaching of CAT.

摘要

教授计算机辅助翻译 (CAT) 可能需要向学生提供有关如何操作特定 CAT 工具的直接说明。与翻译理论等学科相反，CAT 的教学通常不仅要激发批判性反思，还要培养学生的工具性软件技能。然而，在这两种期望之间取得平衡并不总是那么简单。本文提出了一项探索性调查，试图减少在 CAT 教学中使用直接指令。我们使用眼动追踪、键盘记录和屏幕录制的不同组合来检查没有 CAT 经验的学生在三个自主学习任务中的表现。我们发现，尽管缺乏直接的指导，大多数学生都能以合理的成功完成任务。