Author(s)

ZhiYing Li¹, JianLong Xu², Jun Su^1*

Affiliation(s)

¹School of Foreign Studies, South China Agricultural University, Guangzhou 510642, Guangdong, China.

²School of Foreign Studies, South China Normal University, Guangzhou 510631, Guangdong, China.

Corresponding Author

Jun Su

ABSTRACT

Non-English major students often exhibit uneven language proficiency, with a significant portion demonstrating below-average language skills. This characteristic leads to low motivation when faced with traditional translation tasks, resulting in poor translation quality. By integrating machine translation tools into teaching, it is possible to effectively bridge the gap between learners of varying language proficiency levels, enhancing their confidence and interest in translation. This study develops a set of post-editing guidelines for Chinese-to-English machine translation based on linguistic differences between Chinese and English. The guide is used to instruct students in post-editing tasks, reinforcing their skills in error identification and correction, and specifically training them to construct well-formed English sentences. This approach aims to improve learners' translation abilities and promote personalized autonomous learning.

KEYWORDS

Machine translation; Non-English majors; Translation teaching; Post-editing

CITE THIS PAPER

ZhiYing Li, JianLong Xu, Jun Su. A critical integration of machine translation into translation teaching for non-English majors in China. World Journal of Educational Studies. 2024, 2(4): 51-54. DOI: https://doi.org/10.61784/wjes3020.

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