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Driven by evolvement of AI technology, a series of innovative technologies and tools, such as crowdsourcing translation, remote-video interpreting, human-computer interactive translation, VR/AR interpreting, smart translation pen, portable translation device, and AI simultaneous interpreting technology have made their presence and practical application in various fields and scenes. Technology is reconstructing the traditional translation in an unprecedented way, leading to heated discussion on reform of translation profession and translation education. As translation technology is an undeniable trend, it is necessary to redefine translation competence saying that technical competence is a must for future translators. Questionnaires and interviews were conducted via telephones and emails on the current situation of translation technology curriculum in MA/MTI Translation/Interpreting programs in China, Japan, South Korea, the United States, the United Kingdom, France, Germany, Spain, Switzerland, Australia, etc. This study will present the common problems found in those programs and provide constructive suggestions to them, as maybe referred by future translation technology education in a global view.

Artificial neural network based machine translations have become common since 2016 and the advancements in quality of said translations call for a change in the translation and interpretation education sector. It is true that some machine translations are comprehensible to a certain degree, but they also tend to translate texts into something that is very different from the original. Therefore, they cannot be said to have reached a reliable level. However, considering the speed at which the quality of machine translation is being improved, there is a need to learn about it in translation classes. Machine translations require human post-editing. Therefore, it is necessary to train students to become familiar with the task of post-editing and to offer them some guidelines with which to manage said task with speed. This study attempts to draw such guidelines using Korean press articles as data. Press articles cover various current topics related to politics, economics, social issues, cultural issues and others. They also contain reports, columns and editorials on different subjects and genres in various different forms of texts, such as headline texts and main texts, which are very useful in practicing translation in class. The practice of translation using press articles can help students set a strong foundation for developing the capacity to manage diverse forms of text. This study uses Google Translation, and Naver search engine's PAPAGO. The study uses as reference the results of a preceding research(Park, 2018) on post-editing class training and student reaction. According to said case study, students felt heavily burdened when they had to post-edit machine translations. There were also students that wondered about the range and extent in which they could modify the translations. In this study, time was limited, as real life post-editing requests from clients tend to be time-pressing. Also, limited to news article texts, a corpus was created according to article content and errors were analyzed applying the machine translation editing code(Lee, 2018) to develop post-editing guidelines. News article translations were divided into three groups for the purpose of comparing results and quality: human translations, post-edited machine translations that were done without any guideline, and post-edited machine translations that followed the developed guidelines. Afterwards, translators of each group were interviewed in-depth to assess the suitability of implementing said guidelines. There are no post-editing guidelines for machine translations as of yet as machine translation is still in its early, developing stages. However, this study is significant in that it proposes a set of guidelines for post-editing Korean-Japanese and Japanese- Korean machine translations under the assumption that the role of human translators will extend to co-working with machine translations as the use of these translations becomes more and more common. The guidelines should be implemented in translation teaching courses. These will need to be modified along with advancements and changes in machine translation. They need to be continuously evaluated and adjusted for the purpose of training effective, fast working post-editing professionals.

Thanks to the innovations in the field of artificial intelligence, machine translation along with many other technologies have infiltrated numerous aspects of translators’ lives. Neither in using computer-aided translation tools nor in applying Machine Translation and Post-Editing model in the translation process, programming skills are required for translators. With more and more Artificial Intelligence technologies being open to the public via different Application Programming Interfaces (APIs), by using basic programming skills translators can easily benefit from updated artificial intelligence technologies, such as machine translation, optical character recognition, automatic speech recognition, etc. This paper presents a pilot study at Beijing Language and Culture University on providing a series of programming courses to students enrolled in the Bachelor of Translation and Interpreting program. From September 2015, courses covering Computer Basics, Website Development, Database Principle, Translation Technologies, Natural Language Processing are being specifically designed and provided to over 80 students. After learning programming for 2-3 years, students are able to design and develop their own computer-aided translation tools integrated with machine translation, translation memory, terminology database and many other technologies. Cases are demonstrated in this paper to show these students’ accomplishments. In the meantime, students in this program have also studied language courses and translation courses. In this paper, development of these students’ translation competence is also explored to show that by learning programming courses students’ overall learning outcome can be improved in different aspects. Since translation learning is a lifelong journey for translators, how programming courses will influence young translators’ future career will also be discussed in this paper.

In recent years, the rapid development of computer technology and machine translation has pushed forward the advancement of translation and translation teaching. In fact, it is even said that the machine translation may take place of human in translation field. However, in the views of many experts, machine translation may be the trend of the future, but it will never replace the human translation, especially in the field of literary one. Although the running speed of computer has been and will be faster and faster, the establishment and operation of corpus really need a long time to finish. Nevertheless, machine translation can play its role in many occasions, particularly in technical translation and business translation. Thus, under this background, translation teaching should be largely reformed to meet the new challenge, including the teaching aim and design; the teaching process; as well as the requirement for teachers and students. First of all, the aim of the teaching should be adjusted. Traditionally, students have been required to be equipped with language competence, subject knowledge, and careful attitude generally. In the new era, things will be different. The changed purpose may the cultivation of the talent with complex ability who can both skillfully make use of translation software and have enough translation competence. Because of the fast emergence of various translation software, either teachers or students should keep up with the time in order to find and use the most suitable one for them. Second, to meet this need, the necessary courses of computer and machine translation should be added into current teaching curriculum. That is to say, no matter for teacher or for students, the mastery of relevant computer technique will be essential. To some degree, the students of science may have some strong points over the students of arts. As a result, the recruitment of some applicants with science background in high school may be more efficient. Next, with the subject knowledge and background information accessible in fingertips, the focus of basic knowledge cultivation should be shifted into how to get them instead of memorizing them, and into the setting of reasonable frame of knowledge. In addition, the critical thinking will be more and more important, which should also be trained in the process of translation learning and practice. Finally, given the future translation need of the market and society, different institutes also should make specific aims according to its own features.

In recent years, experts, scholars and teachers have paid more and more attention to the importance of learning translation technology in translation teaching. Translation teachers are usually English majors and lack of knowledge of technology. They generally find it difficult to teach the course of translation technology. For fear of poor teaching effect, they are reluctant to teach this course. By using research means of classroom observation, questionnaire and interview, this paper studies the cooperative between the teacher and 21 postgraduate students majored in translation in the course of translation technology. The main findings include: the teacher should introduce external resources to students, such as the professional presentation given by staff in translation software enterprises; the cooperative learning mode between the teacher and students alleviates the psychological pressure of the teacher and the workload of lecture preparation. Students report that the way of learning together with the teacher who knows little translation technology does not have a negative impact on their learning; if the students want to develop the habit of using translation technology in translation, they need to be given more practice opportunities.

Policy addresses are important government documents that convey the government’s policies and publicize the government’s work plan set for the coming year, and at the same time, carry important information about social and economic developments. This paper studies the policy addresses of Macao SAR in the post-handover period. It aims at investigating how discourse reflect the change in Macao’s ideologies in the post-handover period and how translation, as a frame itself, (Baker, 2006) functions in the process of ideologies construction. With Halliday’s sociocultural perspectives towards language (Halliday & Matthiessen, 2004), this paper conducts a corpus-assisted discourse analysis to the policy addresses released in two-decade time by the two chief executives of the first four terms of Macao SAR government in the post-handover period. The analysis shows that the diction in this particular discourse type reflects the changes in the development of Macao and in the relationship between government and the audience in the investigated period. It is argued that a corpus-assisted investigation can help reveal how discourse is shaped by social practice and how discourse and translation process function in constructing ideologies, which reflect the dialectical relationship between discourse and social realities.

The rapid development of big data and artificial intelligence (AI) technology is reshaping the future of the language services sector. With neural network algorithm greatly optimized, the performance of machine translation is being constantly improved, and the application scenarios become more diverse, which expands in breadth and depth the information people can acquire. Meanwhile, the mix of speech recognition, natural language processing, machine vision, knowledge maps and other technologies will provide a variety of personalized and customized choices for language services in the future. In the upcoming era of human-computer integration, AI technology will better serve the needs of translators and users; it will help remove language barriers, making communication and information acquisition easier and more effective.