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Description
Abstract
In the digital age, tools like SDL Trados, Google Translate, and ChatGPT accelerate translation tasks but often fail to preserve semantic precision, especially when addressing lexical ambiguity, figurative expressions, and cultural nuances. This study presents an interdisciplinary pedagogical model integrating semantic theory into technology-aided translation (TAT) training to bridge the gap between theoretical knowledge and practical tool use in undergraduate translator education.
Grounded in cognitive semantics and educational constructivism, the research employed a mixed-methods approach combining syllabus analysis, instructional module design, pilot teaching, surveys, and focus group interviews. Fifty-four undergraduate students participated. Quantitative results showed marked improvements: 85% reported enhanced understanding of semantic concepts, 78% gained stronger awareness of contextual meaning, and 67% expressed greater confidence in using CAT (Computer-Assisted Translation) tools. Translation task scores increased from an average of 6.2/10 pre-intervention to 8.4/10 post-intervention, demonstrating stronger ambiguity resolution and post-editing performance.
Qualitative findings revealed that students valued authentic tasks connecting theory with practice and developed reflective strategies for negotiating meaning effectively. The study provides practical insights for instructors seeking to enhance translation training by embedding semantic reflection into tool-supported tasks. It offers a scalable, replicable framework that promotes critical engagement, deeper learning, and stronger professional preparation for students entering hybrid digital-professional environments.
Keywords: semantic integration, translation pedagogy, CAT tools, post-editing, translator training
Biography
Le Thi Thanh Ha holds a Master’s degree in TESOL and an MBA, combining expertise in both language education and business management. With 28 years of extensive teaching experience, she has dedicated her career to advancing English language proficiency, particularly within the domain of Business English. Currently serving as the Head of the Business English Department, Ms. Ha has played a pivotal role in curriculum development, teacher mentoring, and fostering innovative pedagogical approaches. Her professional interests span English for Specific Purposes (ESP) and language assessment, reflecting a commitment to aligning English instruction with the dynamic needs of the global business environment. Throughout her career, she has actively contributed to academic initiatives, participated in professional development workshops, and supported collaborative projects aimed at enhancing teaching quality. Ms. Ha’s leadership and dedication continue to inspire both her colleagues and students, reinforcing her standing as a respected educator and departmental leader.
Hua Tran Phuong Thao holds a Master’s degree in TESOL and brings 16 years of dedicated teaching experience to her work in the fields of Linguistics and Translation-Interpretation Studies. Throughout her career, she has demonstrated a profound passion for integrating technology into English language instruction, continually seeking innovative methods to enhance student engagement and learning outcomes. Ms. Thao’s commitment to professional growth and academic excellence has earned her a distinguished opportunity to pursue doctoral studies in Australia in the near future. Her teaching philosophy emphasises the importance of combining theoretical knowledge with practical application, particularly in fostering students’ critical thinking and intercultural competence. In addition to her teaching responsibilities, she actively contributes to curriculum development and academic initiatives, reflecting her deep commitment to advancing English language education. Ms. Thao’s expertise, passion, and forward-thinking approach position her as a rising leader in the field of English language teaching and applied linguistics.
