scholarly journals Human evaluations of machine translation in an ethically charged situation

2021 ◽  
pp. 146144482110188
Author(s):  
Omri Asscher ◽  
Ella Glikson

Despite the immense influence of machine translation (MT) on cross-cultural communication worldwide, little is known about end users’ predispositions toward MT. Our online experiment ( N = 284) compares people’s perceptions of MT and human translation in an ethically charged situation, in which the translation serves an immigrant worker in an interaction defined by power imbalance. Using hierarchical linear regression, we found that an otherwise identical translation was evaluated differently when it was attributed to MT or human translation. Results reveal that translators and non-translators alike exhibit a negative bias toward the MT product when asked to assess its accuracy and reliability, its ability to convey cultural and emotional otherness, and its potential effectiveness in helping the disadvantaged immigrant in need of the translation. We also demonstrate how lower evaluations of the MT product lead to a stronger wish to intervene in the translation by introducing changes to the original message. Our results suggest that predispositions toward MT must be taken into account in any consideration of MT-mediated communication, as these predispositions may shape the communicative act itself.

2009 ◽  
pp. 1020-1042
Author(s):  
Tatjana Takševa Chorney

Computer-mediated communication (CMC) and the properties of the online environment in general are inherently suited to help educators reconceptualize their role and engage in constructive cross-cultural communication. This is due to the new technologies’ potential to enable collaborative teaching in an environment of diverse users and to support multiple learning styles. At the same time, the presence of collaborative technology itself does not guarantee that successful cross-cultural communication and learning will take place. The disembodied nature of online communication can sometimes add to the inherent challenges that accompany face-to-face cross-cultural communication. Instructors who teach in cross-cultural contexts online will need to engage with the new technologies in a more purposeful way and apply that engagement to program design and teaching practice. They will need to devote some time to designing for interaction and collaboration in order to overcome common challenges in cross-cultural communication. A more systematic study of the open-ended and interaction- enabling properties of the World Wide Web would help those who design for diversity in online educational environment. The open-ended and interactive nature of the World Wide Web, as the main platform for online crosscultural teaching, can serve as a conceptual model to help teachers overcome common challenges in cross-cultural communication.


Author(s):  
Hyemin Chung ◽  
Henry Lieberman

The need for more effective communication between people of different countries has increased as travel and communications bring more of the world’s people together. Communication is often difficult because of both language differences and cultural differences. Attempts to bridge these differences include many attempts to perform machine translation or provide language resources such as dictionaries or phrase books; however, many problems related to cultural and conceptual differences still remain. Automated mechanisms to analyze cultural similarities and differences might be used to improve traditional machine translators and as aids to cross-cultural communication. This article presents an approach to automatically compute cultural differences by comparing databases of common-sense knowledge in different languages and cultures. Global- Mind provides an interface for acquiring databases of common-sense knowledge from users who speak different languages. It implements inference modules to compute the cultural similarities and differences between these databases. In this article, the design of the GlobalMind databases, the implementation of its inference modules, as well as an evaluation of GlobalMind are described.


Author(s):  
Tatjana Takševa Chorney

Computer-mediated communication (CMC) and the properties of the online environment in general are inherently suited to help educators reconceptualize their role and engage in constructive cross-cultural communication. This is due to the new technologies’ potential to enable collaborative teaching in an environment of diverse users and to support multiple learning styles. At the same time, the presence of collaborative technology itself does not guarantee that successful cross-cultural communication and learning will take place. The disembodied nature of online communication can sometimes add to the inherent challenges that accompany face-to-face cross-cultural communication. Instructors who teach in cross-cultural contexts online will need to engage with the new technologies in a more purposeful way and apply that engagement to program design and teaching practice. They will need to devote some time to designing for interaction and collaboration in order to overcome common challenges in cross-cultural communication. A more systematic study of the open-ended and interaction- enabling properties of the World Wide Web would help those who design for diversity in online educational environment. The open-ended and interactive nature of the World Wide Web, as the main platform for online crosscultural teaching, can serve as a conceptual model to help teachers overcome common challenges in cross-cultural communication.


Author(s):  
Charles Ess

A number of examples demonstrate that technologies of computer-mediated communication (CMC) embed and foster specific cultural values and communicative preferences. Differences between the values and preferences embedded in CMC and those of a given cultural group thereby lead to communication failures. Hofstede’s and Hall’s theories partially explain these failures and, by contrast, examples of successful online cross-cultural communication via CMC designed to incorporate important cultural and communicative differences.


1971 ◽  
Author(s):  
E. K. Eric Gunderson ◽  
Lorand B. Szalay ◽  
Prescott Eaton

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