Post-Editing Machine Translation As an FSL Exercise

ABSTRACT: This is the second half of a study on the advisability of having undergraduates perform an exercise in post-editing (PE) on output from machine translation (MT). After a sketch of its chequered history, I take up the various ways in which students could be introduced to MT, and conclude that PE is the most useful, mainly because it makes them aware of MT’s limitations and fundamental language properties underlying these limitations. Through a review of the literature on PE practices and challenges, especially a psycho-linguistic study by Krings (2001), I highlight crucial differences between professional PE and our pedagogical experiment. An error analysis of the student PE results (English to French) is then compared with analyses of the MT input, student translations of the same text from scratch, and parallel results from the initial, French-to-English experiment. Finally, student comments on the exercise suggest that weaker students especially find it beneficial. Key words: post-editing, teaching translation, machine-translation, French, error-analysis. RESUMEN: Este artículo (que continúa la investigación previa) examina la utilidad de la traducción automática (TA) en la post-edición (PE) de textos de los avanzados estu