Dragoş Ciobanu

Also published as: Dragoș Ciobanu


Error Annotation in Post-Editing Machine Translation: Investigating the Impact of Text-to-Speech Technology
Justus Brockmann | Claudia Wiesinger | Dragoș Ciobanu
Proceedings of the 23rd Annual Conference of the European Association for Machine Translation

As post-editing of machine translation (PEMT) is becoming one of the most dominant services offered by the language services industry (LSI), efforts are being made to support provision of this service with additional technology. We present text-to-speech (T2S) as a potential attention-raising technology for post-editors. Our study was conducted with university students and included both PEMT and error annotation of a creative text with and without T2S. Focusing on the error annotation data, our analysis finds that participants under-annotated fewer MT errors in the T2S condition compared to the silent condition. At the same time, more over-annotation was recorded. Finally, annotation performance corresponds to participants’ attitudes towards using T2S.


Using Richly Annotated Trilingual Language Resources for Acquiring Reading Skills in a Foreign Language
Dragoş Ciobanu | Tony Hartley | Serge Sharoff
Proceedings of the Fifth International Conference on Language Resources and Evaluation (LREC’06)

In an age when demand for innovative and motivating language teaching methodologies is at a very high level, TREAT - the Trilingual REAding Tutor - combines the most advanced natural language processing (NLP) techniques with the latest second and third language acquisition (SLA/TLA) research in an intuitive and user-friendly environment that has been proven to help adult learners (native speakers of L1) acquire reading skills in an unknown L3 which is related to (cognate with) an L2 they know to some extent. This corpus-based methodology relies on existing linguistic resources, as well as materials that are easy to assemble, and can be adapted to support other pairs of L2-L3 related languages, as well. A small evaluation study conducted at the Leeds University Centre for Translation Studies indicates that, when using TREAT, learners feel more motivated to study an unknown L3, acquire significant linguistic knowledge of both the L3 and L2 rapidly, and increase their performance when translating from L3 into L1.