Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/107635
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dc.contributorDepartment of Chinese and Bilingual Studiesen_US
dc.creatorLiu, Ken_US
dc.creatorSu, Yen_US
dc.creatorLi, Den_US
dc.date.accessioned2024-07-05T07:15:13Z-
dc.date.available2024-07-05T07:15:13Z-
dc.identifier.urihttp://hdl.handle.net/10397/107635-
dc.language.isoenen_US
dc.publisherSpringer Nature Singapore Pte Ltd.en_US
dc.rights© The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023en_US
dc.rightsThis version of the book chapter has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use(https://www.springernature.com/gp/open-research/policies/accepted-manuscript-terms), but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/978-981-99-6589-2_7.en_US
dc.subjectControl groupen_US
dc.subjectExperimental groupen_US
dc.subjectExperimental studiesen_US
dc.subjectParallel corpusen_US
dc.subjectTranslation competenceen_US
dc.titleHow do students perform and perceive parallel corpus use in translation tasks? Evidence from an experimental studyen_US
dc.typeBook Chapteren_US
dc.identifier.spage135en_US
dc.identifier.epage157en_US
dc.identifier.doi10.1007/978-981-99-6589-2_7en_US
dcterms.abstractThis study investigates how the utilisation of a parallel corpus affects the perceptions and behavioural patterns of students in translation teaching. The research employed a pre-test, training, post-test experimental design, focusing on an experimental group from a master’s degree translation programme. During a four-week workshop, these students received training on utilising a parallel corpus as a translation aid, whilst a control group received no such training. Quantitative analysis of the post-test outcomes indicated that there was no significant impact on students’ Chinese-English translation; however, it did reveal a noticeable effect on English-Chinese translation. To gain deeper insights, qualitative analysis was conducted on the translation products of all students during the post-tests. In addition, semi-structured interviews were conducted with four focal students to delve into their perceptions and behavioural patterns when utilising the parallel corpus. The findings demonstrate that the use of a parallel corpus enhanced students’ awareness of translation problems and strategies, leading to improved resourcefulness. Overall, students considered the parallel corpus a valuable tool in their translation practice. Based on the findings, the study also identified and discussed challenges associated with corpus design and pedagogical planning, which are inherent in corpus-assisted translation teaching.en_US
dcterms.accessRightsopen accessen_US
dcterms.bibliographicCitationIn J Pan, & S Laviosa (Eds.), Corpora and Translation Education: Advances and Challenges, p. 135-157. Singapore: Springer Nature Singapore Pte Ltd., 2023en_US
dcterms.issued2023-
dc.identifier.scopus2-s2.0-85180695522-
dc.description.validate202407 bcchen_US
dc.description.oaAccepted Manuscripten_US
dc.identifier.FolderNumbera2958-
dc.identifier.SubFormID48931-
dc.description.fundingSourceSelf-fundeden_US
dc.description.pubStatusPublisheden_US
dc.description.oaCategoryGreen (AAM)en_US
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