Technológiai kompetencia a tolmácsképzésben = Technological Competence in Interpreter Training

Tóth, Boglárka Fanni and Móricz, Kristóf András (2026) Technológiai kompetencia a tolmácsképzésben = Technological Competence in Interpreter Training. FORDÍTÁSTUDOMÁNY, 28 (KSZ). pp. 184-202. ISSN 1419-7480 (nyomtatott); 2732-1924 (elektronikus)

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Abstract

A technológia gyors fejlődése nagy hatással volt a nyelvi közvetítés területére, azonban a tolmácsolás kutatás és a tolmácsképzés terén még mindig korlátozott figyelem irányul a számítógéppel támogatott tolmácsolási eszközökre (CAI-tools). Jelen tanulmány az Eötvös Loránd Tudományegyetem Bölcsészettudományi KaránakFordító- és Tolmácsképző Tanszékén 2023-ban indított „Technológia tolmácsoknak" című pilotkurzust mutatja be, amely a másodéves mesterszakos hallgatók technológiai kompetenciáinak fejlesztését célozza. A tanulmány részletesen ismerteti a kurzus megalkotásának körülményeit, elméleti hátterét, tartalmi felépítését és módszertanát. A tematika a szoftveralapú CAI-eszközöktől a tablettel támogatott jegyzetelésen és a mesterséges intelligencia alkalmazásán keresztül a szinkron- és távtolmácsolás alapjainak elsajátításáig terjed. Mindemellett bemutatjuk a megvalósítás során felmerült kihívásokat és korlátokat is, amelyek összefüggenek az intézményi háttérrel, a hallgatók anyagi lehetőségeivel, a folyamatos technológiai fejlődéssel és az oktatói kompetenciák frissítésével. A kurzus ezen kívül nemcsak oktatási, hanem kutatási lehetőségeket is kínál a technológia és tolmácsolás kapcsolatának vizsgálatára, amelyek eredményei a hallgatói visszajelzésekkel együtt folyamatosan beépülnek a kurzus fejlesztésébe. A kurzus megmutatja továbbá, hogy a technológiai eszközök sikeresen beépíthetők a tolmácsképzésbe, ezzel más intézmények számára is hasznos mintát nyújthat hasonló kurzusok kialakításához. | The rapid development of technology has had a significant impact on the field of language mediation, however, interpreting research and interpreter training still devote relatively limited attention to computer-assisted interpreting (CAI) tools and other digital solutions used in interpreting practice. While translator training has already integrated machine translation, post-editing and CAT tools into its curricula, the systematic teaching of interpreting technologies remains less established. This study presents the details of the “Technology for Interpreters” pilot course, launched in 2023 at the Department of Translation and Interpreting, Faculty of Humanities, Eötvös Loránd University. The course was created in response to student feedback and to the growing need to develop the technological competences of second-year master’s students specialising in interpreting. The paper first outlines the theoretical and empirical background behind the creation of the course. It discusses the concept of computer-assisted interpreting, drawing attention to the lack of a unified definition and to the distinction between narrower and broader interpretations of CAI tools. In this study, CAI tools are understood in a broad sense, including not only dedicated interpreting software, but also any digital or technological solution that may support interpreters’ work. The paper also refers to recent questionnaire-based research showing that although interpreting students, interpreter trainers and practising interpreters generally recognise the importance of technological competence, their practical knowledge of CAI tools is often limited to general-purpose digital tools, such as document management software, online dictionaries, machine translation systems and videoconferencing platforms. The study then provides a detailed account of the structure, content and methodology of the “Technology for Interpreters” course. The curriculum covers softwarebased CAI tools, telephone interpreting, LCD and e-ink tablet-assisted interpreting, AI-based tools, the basics of simultaneous interpreting, interpreting equipment and remote interpreting. The course combines theoretical introductions with practical exercises, such as presentations prepared by the students, simulations of real interpreting situations and self-reflection and group discussion. The study also presents the pedagogical framework used for selecting and integrating technological tools into the course. This framework is based on the definition of learning objectives, the selection of relevant tools, the design of appropriate learning activities, and the continuous monitoring and updating of course content. Since interpreting technologies develop rapidly, the course requires constant revision and a flexible teaching approach. In addition to its educational value, the course also offers research opportunities for trainers. It provides a controlled environment for examining students’ attitudes towards technology, the impact of digital tools on interpreting performance, cognitive load and professional self-confidence, as well as the differences between paper-based and digital note-taking. These findings and experiences, together with continuous student feedback, are regularly incorporated into the curriculum in order to further refine and improve the course content and teaching methodology. Finally, the paper discusses the main challenges and limitations of implementing such a course, including limited institutional resources, students’ financial constraints, the need for continuous teacher training and the importance of institutional support. The course itself demonstrates that interpreting technologies can be meaningfully integrated into interpreter training and may serve as a model for similar initiatives at other institutions.

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