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This article presents an overview of teaching translation and interpretation courses in Mongolia. It reviews the brief history of teaching translation and interpretation and the undergraduate degree courses offered by two universities in Mongolia. With the start of transition to a democratic society and market economy since 1990, Mongolia has expanded its international relations. Therefore, there is an increasing need to revise and develop undergraduate curriculum to train skilled translators and interpreters to communicate with the outside world.

In the past, when a man intends to do something, he used to consult wise men or counselors, and in their absence, he could at least consult his grandfather, his grandmother, or an old man from the village in order to benefit from their experience. Then, books appeared as a substitution that served to preserve knowledge over the years. Subsequently, internet emerged to replace all and to provide refuge to anyone who faces a problem or a difficulty. In this manner, traditional teaching was based on lectures presented by the teacher to students who deepen what they learn using references specified by the teacher. However, the development of technology nowadays has reversed the situation by changing teaching and converting the classroom into flipped classroom. Traditional teaching is not convenient for the new generation, as technology has become obligatory to ensure attractive and interesting educational environment to students and to motivate them to study and research. Considering the necessity of using flipped teaching in the digital era, I thought carefully to study its characteristics and the possibility of using it in consecutive interpreting; adopting a descriptive analytic methodology. Training on consecutive interpreting is necessary, as the planned hours in the annual program are not sufficient to enable the student to become a skilled interpreter who masters consecutive interpreting. Therefore, the student must practice many activities individually outside the classroom. In traditional teaching, consecutive interpreting teacher seeks, inside the classroom, to provide the student with principles of note taking and how to apply it in consecutive interpreting activities. However, in flipped classroom, the teacher seeks the same objective specifying different activities; some performed outside the classroom and others inside it. In addition, he adheres to make students learn the content outside via readings, videos, audio files…using computers or smart phones… the allotted time inside the classroom is devoted to concentrate on problem solving through discussion, interaction, practical training and answering students’ questions they have written while studying the content outside the classroom. With the appearance of flipped classroom, instructional videos were the first tools that have been used. Then, in order to cope with the widespread existence of tablets, phones and devices which appear and develop due to the progress of technology, as well as with its excessive use by students, the teacher became obliged to insert it in the flipped classroom and to use instructional digital games, instructional social networks, phone applications and programs, and instructional electronic platforms such as Khan Academy and interactive competitions like Kahoot program. In consecutive interpreting; phone applications, videos and interactive competitions can be used to teach principles of note taking. Furthermore, videos of political speeches for instance can be used to train the student on consecutive interpreting and how to apply principles of note taking once or many times on the same speech. Thus, in flipped learning, each student works according to his abilities and intelligence, besides he can learn the content when he is ready and concentrating as concentration is necessary in consecutive interpreting.

The study explores ethical issues related to volunteer translation activities based on an analysis of a volunteer translator community at Coursera, the most successful MOOC platform in the world. Established in 2012, Coursera currently offers 24 million people with more than 2,000 courses, partnering with 149 universities worldwide. In 2014, Coursera launched the Global Translator Community (GTC) to help expedite the translation of its online learning resources into non-English languages. This was inspired by the practice of “learners spontaneously organizing to translate lecture subtitles for the benefit of their classmates.” 1 According to Coursera, video subtitle translations could open new opportunities for learners by increase course enrolments among speakers of the translated language by up to 200-300%. Now more than 4,690 translators working with more than 40 different languages are registered in the community. The practice of crowdsourced translation and the use of volunteer translators at Coursera, however, have become potential source of tension and conflict. Although translation is carried out by a self-selected group of translators who produce subtitles to assist learners and who through their work produce a self-representation of themselves as a part of a target audience to which they belong and with which they share interests, characteristics and experiences (cf. Cronin 2012), Coursera's profit-making strategies raise serious ethical concerns for the translators. Translation is approached and used by Coursera as part of its business model of providing "universal access to the world’s best education." Based on an analysis of comments collected from social media including blogs, Twitters and Facebook and also the discourse of the translators collected from the GTC on Coursera, the study examines the critical points in identity ascription and assumption and the ethical problems raised in relation to translation practice and usage. The study argues that translators seek affinity with like-minded people in their translation practice, but at the same time the unethical aspects of translation practice and usage in crowdsourcing culture may have negative influence on translators' activities, self-perception as translators, and even the quality of translations.

Professional interpreters can be characterized by a steady flow of speech, the completeness of the content as well as the correctness of the word choice. This paper attempts to find the causes of these three characteristics of professional interpreters in the sequentiality of their memory. Due to their professional ability to direct attention strategically, experienced interpreters are able to identify strategically important terms (phonological memory) that serve the formation of semantic memory, and to use them as a stimulus to activate the next semantic memory sequence. Once this sequence is activated, important terms within this semantic structure are also stimulated and activated, so that an alternating process of stimulation and activation takes place between phonological and semantic memory. As a result, the memory of the interpreters is (created and) retrieved sequentially. In order to test this hypothesis, four groups with different interpreting experience are tested for the sequentiality of their memory. Four short texts were read to them (100 wpm), and after each text, they rendered the content of the text as literally as possible (on a computer). Professional interpreters were indeed the group with the highest sequentiality. They reproduced the greatest amount of words and presented them in their original order. The group difference, however, was not statistically significant. When analyzing the MSR video, professional interpreters proved to be least influenced by the so-called "recency effect", which is often reported in psychological studies.

This study reviewed the English translations of Korean food names released by the National Institute of Korean Language (NIKL), in an attempt to investigate how they are accepted by prospective consumers of Korean foods. A quantitative survey of 300 respondents was conducted using a structured questionnaire in the United States, United Kingdom, and Australia, specifically looking into correlations between their preference of translation strategies and their age, education, and experience with Korea. The respondents were asked to rate the adequacy of the translation of Korean dishes in terms of "meaning" ("I can understand what the food is by its name") and "expression" ("The name is naturally expressed in English") after seeing the names and photos of the dishes. The respondents showed relatively high acceptance for literal and semantic translation (positive responses in the range between 65% and 80%), while their rating was very low for transliteration (meaning-19.0%, expression-21.6%) which is the NIKL’s preferred translation strategy. An in-depth survey was carried out with 9 native English speakers living in Korea to better understand underlying assumptions toward different translation strategies, and ultimately explore measures to improve current translations. With the integrated data from quantitative and qualitative research, the study revealed that translation strategies should be decided in consideration of readers’ attitudes toward and awareness of foreign culture.

From the 1960s, the corpus became the resources in the field of linguistics for the practical studies. Translation studies also accepted this type of study to explain translational phenomena. Since Gideon Toury and Mona Baker proposed the application of corpus in this field, various translation corpora are used to extract translational correspondences for several studies such as translational comparison between two languages, translation education, machine translation, etc. However, a complete corpus needs a lot of time and cost. Moreover, in Korea, there is no big corpus of translation like the website Linguee. From this point of view, we can consider the search engine Google as Big Corpus. Although it is not a parallel corpus, we are able to profit translational correspondences from Google as Big corpus because it may provide quite a number of textual translation resources between Korean and other languages.

Lack of appropriate equivalences for terms or technical words is the result of ineffective translation guidelines adopted in the translation process. A research needs to be done to solve the problem. The increasing number of foreign words and specific terms incorporated into the native language are the result of the ongoing development of technology and science. This highlights the magnitude of the problems and therefore, this study aims to address these problems and provides a comparative analysis of the characteristics of Persian medical terms, using the universal naming guidelines and local naming principles in the Persian language. The aim of the study is to determine the similarities and differences of the compatible and incompatible terms (Persian equivalents) with respect to the applied translation procedures and the employed word formation processes. The study also sets out to investigate the effectiveness of the adopted translation procedures in the naming of the medical terms and to propose the specific naming guidelines in the translation of English-Persian medical terms. The descriptive statistics and qualitative analysis will be employed to analyze the collected data which consisted of a population of 339 English medical terms from the source text which is ICD-9-CM (International Classification of Diseases, 9th Revision, Clinical Modification) and their pair language from the target text (Guide to ICD-9-CM) in Persian. The terms and their equivalents in Persian were limited to the musculoskeletal system of the human body under classification of the diseases and the procedures. The study needs preliminary information for analyzing the data including grammar, morphology, etymology and syntax. The Persian term will be broken down into components or morphemes with respect to the Katamba morphology (1994) and Tabatabaee’s structures (2009). The research is conducted based on two theoretical frameworks, namely Sager’s naming criteria and word designation principles by the Persian Language and Literature Academy to investigate the effective word formation parameters for the translation of English medical terms into Persian through morphosemantic comparison of the terms. The findings will indicate the characteristics of the terms incompatible with the basal naming guidelines in this study. The compatible equivalents will indicate the effective applied translation procedures and the naming requirements for the secondary word formation of the equivalents in the translation of English medical terms into Persian; while the incompatible ones will illustrate the usage of the wrong methods. The findings also will linguistically indicate the area of the incompatibility of the equivalents. It will illustrate which translation procedures and word formation processes applied in the translation of English medical terms into Persian are effective and which ones are ineffective. In conclusion, this study has identified the problem area in the translation of English medical terms into Persian through an analysis of the Persian medical equivalents using Sager’s criteria and the PLLA principles and presented guidelines unique to translation of English medical terms into Persian.

본 연구는 통역 교수자가 학부생의 순차통역을 총체적으로(holistically) 어떻게 평가하는지를 상세하 게 보여준다. 필자는 모의 평가 세션을 조직하여, 경험이 풍부한 4명의 통역 교수자가 6개의 순차통역 (실제 시험 결과물)을 평가하면서 자신의 판단 내용을 발화하도록 했다. 필자는 평가자의 회고 보고서, 인터뷰, 컴퓨터 화면 녹화물 등을 평가자의 사과발화법 기록물(think-aloud protocols, TAPs)과 함께 분석하였다.

The process by which interpreting examiners assess performances has been under-researched, even though it is still largely hypothetical and speculative. The present study aims to show how interpreter trainers holistically grade student performances. For this purpose, experimental rating sessions were held for four undergraduate interpreter trainers with years of experience in conference interpreting. These raters were asked to think aloud their quality judgments while holistically assessing six recordings of consecutive interpretation. Their concurrent verbal reports, along with reflective reports, interview transcripts, and video recordings of computer screen activity, were collected and analysed in detail. Findings showed various facets of interpreting performance assessment, including what procedures the raters followed, what aspects of the performance they focused on, what criteria they depended on for their judgment decisions, and why two ratings of the same performance were divergent. This study also presents a tentative model of holistic rating for consecutive interpretation assessment in a local training situation.

Since ancient times, there has existed a figure that bridges oral communication between speakers of different languages and facilitates understanding among natives of differing cultures: the interpreter. This figure, with the passing of time, adapts to the necessities of their own time and must currently work surrounded by war and conflict, joining two or more realities while making all parts understand each other linguistically and culturally. This papers intends to shed light on the figure of the interpreter in conflict zones, particularly focusing on certain data collected through a series of narrative interviews carried out with five Afghan local interpreters who worked for the Spanish troops deployed in Afghanistan. The initial hypothesis was that the contexts in which these interpreters offer their services involve several distinctive features capable of altering the invisibility and neutrality that, in theory, is expected of interpreters, regardless of the context in which they work. Data for this project - analysed with NVivo 11 Plus software - proves the initial hypothesis to be correct and shows regularities in certain strategies applied by the five local interpreters interviewed, who seem to lack training in a number of skills closely related to the setting of interpreting in conflict zones. Results, thus, highlight the necessity to train conflict zone interpreters not only on interpreting techniques and strategies, but also on cultural and ethical matters that tend to be more complex in this particular setting of interpretation. However, due to the challenging features that characterise these contexts, training in these scenarios may take the shape of distance-learning, which would imply recognising the impact that technology has on Translation and Interpreting Studies in all kind of scenarios. It is concluded, therefore, that in order to help interpreters in conflict zones build their linguistic, cultural, emotional and interpreting capacity, innovative e-learning designs may be a suitable solution, as it has previously been the case in similar settings. This knowledge/competence-oriented training approach will not only help conflict zone interpreters to enhance their understanding on field challenges, efforts and strategies, but also to be seen as more than lay persons with no skills nor expertise in such contexts

These days, advances in Neural Machine Translation (NMT), Artificial Intelligence (AI), and the development of the Fourth Industrial Revolution have perplexed professional translators and their teachers, because it is predicted that their work environments and education systems will change drastically, even if they are unprepared for such changes. However, and perhaps unbeknownst to them, Machine Translation (MT) has been constantly developed since the 1950s and was eventually implemented based on AI, i.e. NMT by Google Translate in 2016. In the early days of MT, the consensus on cooperation between human translators and machines was optimistic. People thought that machines would become servants rather than enemies; computers would serve human translators, rather than replacing them; and that machines and computers would eventually raise the status of the translator’s profession. In this presentation, we examine if the optimistic views on human and MT interaction from the 1980s still exist even in today’s digital era. For this purpose, we reconsider Bar-Hillel’s assertion in 1960, in which Fully Automatic High Quality Translation (FAHQT) is not impossible, and we arrive at the same conclusion; that is to say, a machine cannot perfectly translate without human intervention, because a machine cannot yet discern ambiguous meanings of words. Therefore, humans and machines must cooperate to produce high quality translations. However, it is evident that the quality of MT will continue to improve and the translation profession and its training will be implemented on basis of the MT. This is particularly true of technical translation and, with continued technological progress, even literary translation. If so, what should human translators do in the era of MT? MT will expand the roles of human translators. As language service providers, and to improve the quality of MT, human translators will participate in establishing corpora of human linguistic content; simplify sentence structures for machine comprehension (pre-editing); and correct errors in the raw output of MT (postediting). In particular, these roles differ from those of traditional translators. The latter carry out a creative role, creating translated texts with their own expressions and interpretations; however, it seems that translators who perform pre-editing and post-editing tasks are servants to the machines and are secondary in the translation process. Such a view may sadden human translators. However, if looked at from a different angle, MT is just another tool helping to translate considerable volumes of text more quickly. Human translating tools have developed from pen on paper to word processors, and then, to CAT(Computer-Assisted Translation) tools; automatic translation is simply the next step. To achieve FAHQT without human intervention will take considerable time and may ultimately be impossible.

Applying Aristotle’s rhetoric and his three modes of persuasion, this study aims to acquire a deep understanding of the multi-faceted role assumed by an in-house bank interpreter by means of in-depth interviews. Findings provide an understanding of the various roles the interpreter assumes as a ‘rhetor’ working and communicating in ‘rhetorical situations’ by giving consideration to ethos, pathos and logos so as to achieve the goal of persuasion.

In Korea, the translation boom started from the late 1990s. Compared to other countries, including China, Japan, Canada, etc., the translation boom is quite late, so the translation patterns have not been transparent. However, for the last 20 years or so, the translation patterns began to be noticed by others, including the association of translators. It’s not a news that the education of translation in Korea was not active 20 years ago, as there was not any organization to teach students through the public education system to be translators. When people thought of translation, they thought that anyone can do it if they wished to do so; in other words, translation was not important, was not taken seriously and was not a major subject. After 20 years, thanks to the investments into the translation education, Korea’s translation got more images to define itself: more professional and sophisticated. With the introduction of Artificial Intelligence (AI), we need to make translations more advanced. As we need the translations to be more professional, it is important to know, who will be translators in the future. With this in mind, I created surveys for undergraduate students who take lectures in general English, a required subject in collegiate education in Korea, with the students from varying majors. The surveys’ questionnaire include: their translation interest in the future, their thoughts about the general English and the translation conditions in the present day, the relation between translation and their major, who they think should do the translations, the degree to which translation is needed in collegiate education, if they want to be translators or learn translation as a major, etc. With the analysis with the results of this survey, I can picture myself a snippet of the future that holds in translations. I hope that translations will come to be brighter and more transparent..

Recently Neural Machine Translation(NMT) has greatly improved machine translation and raised the debate about expectations and limitations on the machine translation quality. Google Neural Machine Translation (GNMT) was first enabled for 8 languages: to and from English and French, German, Spanish, Portuguese, Chinese, Japanese, Korean and Turkish in 2016. In March 2017, three additional languages were enabled: Russian, Hindi and Vietnamese along with Thai for which support was added later(Wikipedia). This paper focuses on inadequate punctuation in the sentence unit of machine translation. This paper compares the punctuation translation in the Google Neural Network Translation Service from Korean to Russian with the punctuation translation strategy of human translation to identify the problems and causes of MT and to suggest a practical implication. Subject of analysis is the Internet Newspaper, translated from Korea to Russian. Parallel corpus of Korean-Russian Human Translation(HT) and Machine Translation(MT) was analyzed by UAM Corpus tool for quantitative and qualitative analysis of punctuation translation.

This study aims to explore the limitations of Neural Machine Translation (NMT) in processing spoken text. Following literature review, an analysis of government press briefing transcriptions that have been processed by Google Translate will be analyzed based on the framework of the features of spoken language. The concept of cognitive complements will be employed to attempt to explain any identified pattern of errors made by the NMT. Specifically, the role of cognitive complements that exist outside of the utterances will be discussed, drawing on the theories of Lederer(1989) and Gutt(2000) among other scholars. A sample text analysis of spoken text translation will be conducted to investigate whether this inherently human mechanism works in the latest neural based machine translation engine, ‘Google Translate’. Analysis will show that while Google Translate demonstrated quite impressively on some of the well-crafted segments that resemble written language, it performed poorly on segments laden with features of spoken language. The findings of the study suggest that the need for human interpreters’ in mediating highly professional inter-lingual communication will likely persist in the future. As long as artificial intelligence does not acquire the ability to infer meaning from the cognitive complements as human beings to, the application of automated inter-lingual interpreting devices may need to be limited to certain market segments such as for tourism, entertainment and socializing. leisure.