Academic literature on the topic 'Personnalisation des technologies de la traduction'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Personnalisation des technologies de la traduction.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Personnalisation des technologies de la traduction"
Demers, Patricia. "“God may open more than man maye vnderstande”: Lady Margaret Beaufort’s Translation of the De Imitatione Christi." Renaissance and Reformation 35, no. 4 (June 5, 2013): 45–61. http://dx.doi.org/10.33137/rr.v35i4.19699.
Full textDebbi, Samia, and Lamia Khellil. "Nouvelles technologies et Mémoires de Traduction : Quel apport pour la Traduction Spécialisée ?" Traduction et Langues 18, no. 1 (August 31, 2019): 161–76. http://dx.doi.org/10.52919/translang.v18i1.498.
Full textvan Steenberghe, Thierry. "Les industries de la langue et la traduction en Belgique francophone." Meta 39, no. 1 (September 30, 2002): 132–49. http://dx.doi.org/10.7202/004293ar.
Full textAngulo Mendoza, Gustavo Adolfo, Patrick Plante, and Caroline Brassard. "Regards sur les technologies immersives en éducation et en formation." Médiations et médiatisations, no. 15 (June 28, 2023): 3–10. http://dx.doi.org/10.52358/mm.vi15.375.
Full textLacour, Philippe, Aurélien Bénel, Franck Eyraud, Any Freitas, and Diana Zambon. "TIC, collaboration et traduction : vers de nouveaux laboratoires numériques de translocalisation culturelle." Meta 55, no. 4 (February 22, 2011): 674–92. http://dx.doi.org/10.7202/045685ar.
Full textYvon, François. "Evaluer, diagnostiquer et analyser la traduction automatique neuronale." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 20, no. 2 (December 31, 2022): 315–32. http://dx.doi.org/10.1075/forum.00023.yvo.
Full textKadiu, Silvia. "Des zones d’indécidabilité dans la traduction automatique et dans la traduction humaine." Meta 61, no. 1 (June 28, 2016): 204–20. http://dx.doi.org/10.7202/1036990ar.
Full textRoudaud, Brigitte. "La traduction automatique : l’ordinateur au service des traducteurs." Meta 37, no. 4 (September 30, 2002): 828–46. http://dx.doi.org/10.7202/003997ar.
Full textGardy, Philippe. "L’apport des technologies multimédias en évaluation didactique de la traduction." Meta 60, no. 3 (April 5, 2016): 406–30. http://dx.doi.org/10.7202/1036136ar.
Full textHleihel, Rhéa. "La dimension morale des intelligences artificielles au sein de la traductologie." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 20, no. 2 (December 31, 2022): 368–83. http://dx.doi.org/10.1075/forum.00026.hle.
Full textDissertations / Theses on the topic "Personnalisation des technologies de la traduction"
Hansen, Damien. "Évaluation experte d'un prototype d'aide à la traduction créative : la traduction littéraire automatique individualisée au regard de ses enjeux traductologiques, éthiques et sociétaux." Electronic Thesis or Diss., Université Grenoble Alpes, 2024. http://www.theses.fr/2024GRALM002.
Full textAlthough machine translation has traditionally been perceived in the literary domain as a sort of avant-garde technology on a par with Oulipian techniques, the recent arrival of neural translation tools seems to have given rise to an entirely new and deeply polarized debate. In order to take a critical and objective look on the matter, we therefore attempt to build a system specifically trained on literature. While our results show that it is indeed possible to train such a system for this particular domain, despite the still evident limitations of these models, our experience on prose fiction also demonstrates that they can be tailored to the individual style of a translator. Our conclusions obviously raise newfound questions regarding the ergonomic aspects of translation technology, the ethical concerns that it raises or the societal issues that have to be addressed. But, more importantly, they indicate that it is possible to reimagine such tools and rethink their use in a way that better serves the human-machine interaction, the creative process and the quality of translated texts
Roy, Didier. "Optimisation et personnalisation des parcours d'apprentissage à l'aide des technologies numériques." Thesis, Paris, CNAM, 2015. http://www.theses.fr/2015CNAM1017/document.
Full textSince the "Plan Informatique Pour Tous" in 1985, digital technologies occupy an increasingly importance in education: digital textbooks, dynamic geometry software, learning games, e-learning, blended learning, MOOC, flipped classrooms, educational robotics, etc.The aim of our work is to show that some of these technologies can contribute to improve learning, boosting learning contents, emphasizing student motivation by proposing devices suitable for distance learning and personalizing learning paths.The stakes of these issues are important. The need to motivate students and personalize learning is more and more crucial. These are major assets to reduce dropout and promote equal opportunities.Objectives of our work before 2011:- Gamify contents to make them more motivating.- Visualize concepts by using digital objects.- Virtualize learning objects in order to reduce physical constraints to work methods, to overcome handling difficulties and disability situations.- Provide tools for interactivity, visualization, computer algebra and geometry for computer environments learning (distance learning platforms, software).- Provide tools for monitoring user activity in order to better track their progress, to follow them with precision, to making them more autonomous.- Experiment with objects both digital and tangible such as robots, to assess their impact in learning.- Build new textbooks by accompanying them with digital devices.This work was continued in recent and more research-driven work.Objectives of our work from 2011:- Optimize and personalize learning by using artificial intelligence and machine learning algorithms.- Use tangible objects such as robots, that students can manipulate and program, to approach learning differently to provide concrete environment to build new concepts
Roy, Didier. "Optimisation et personnalisation des parcours d'apprentissage à l'aide des technologies numériques." Electronic Thesis or Diss., Paris, CNAM, 2015. http://www.theses.fr/2015CNAM1017.
Full textSince the "Plan Informatique Pour Tous" in 1985, digital technologies occupy an increasingly importance in education: digital textbooks, dynamic geometry software, learning games, e-learning, blended learning, MOOC, flipped classrooms, educational robotics, etc.The aim of our work is to show that some of these technologies can contribute to improve learning, boosting learning contents, emphasizing student motivation by proposing devices suitable for distance learning and personalizing learning paths.The stakes of these issues are important. The need to motivate students and personalize learning is more and more crucial. These are major assets to reduce dropout and promote equal opportunities.Objectives of our work before 2011:- Gamify contents to make them more motivating.- Visualize concepts by using digital objects.- Virtualize learning objects in order to reduce physical constraints to work methods, to overcome handling difficulties and disability situations.- Provide tools for interactivity, visualization, computer algebra and geometry for computer environments learning (distance learning platforms, software).- Provide tools for monitoring user activity in order to better track their progress, to follow them with precision, to making them more autonomous.- Experiment with objects both digital and tangible such as robots, to assess their impact in learning.- Build new textbooks by accompanying them with digital devices.This work was continued in recent and more research-driven work.Objectives of our work from 2011:- Optimize and personalize learning by using artificial intelligence and machine learning algorithms.- Use tangible objects such as robots, that students can manipulate and program, to approach learning differently to provide concrete environment to build new concepts
Zapata, Rojas Julian. "Traduction dictée interactive : intégrer la reconnaissance vocale à l’enseignement et à la pratique de la traduction professionnelle." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23227.
Full textLa traduction dictée (TD) est une technique de traduction amplement utilisée avant l’arrivée massive des machines à écrire et des ordinateurs personnels sur les postes de travail des traducteurs professionnels. À l’heure actuelle, devant la demande croissante de traduction à l’ère de la mondialisation et des technologies de l’information et des communications (TIC), certains traducteurs en exercice et des formateurs en traduction du monde entier considèrent la (ré)intégration de la TD à la pratique traductive. Contrairement à la méthode d’il y a quelques décennies, où la transcription des traductions était normalement produite par un copiste professionnel, on considère l’utilisation des technologies de reconnaissance vocale (RV) : des outils informatiques pouvant prendre en charge la transcription de dictées. Bien que les systèmes de RV sur le marché ne soient pas adaptés à la pratique de la traduction spécifiquement, ils semblent apporter, à ceux qui les utilisent déjà, une approche plus ergonomique et plus efficace que la méthode conventionnelle, c’est-à-dire la saisie au clavier d’ordinateur. La présente thèse introduit la notion de traduction dictée interactive (TDI) comme technique de traduction en interaction avec un système de RV. Lors de la revue de la littérature pour le présent projet, nous avons constaté que l’intérêt à intégrer la RV à la traduction professionnelle n’est pas nouveau, mais que les efforts précédents n’ont pas connu de succès définitif. Également, une analyse des besoins de certains traducteurs utilisant des systèmes de RV nous a éclairé sur la nature des motivations de ces traducteurs à se tourner vers la RV, sur leurs opinions vis-à-vis de cette dernière et sur les difficultés que posent les systèmes de RV pour les tâches d’ordre traductif. Notre thèse se veut un premier pas vers la conception d’outils d’aide à la traduction à la fois ergonomiques, c’est-à-dire prenant en compte le facteur humain, et efficaces, permettant de combler les besoins actuels du marché de la traduction. Elle se veut également une proposition de renouvèlement des programmes de formation à la traduction. Intégrer la TDI à la formation et à la pratique traductives, c’est (ré)intégrer des techniques de traduction orale utilisées par le passé et des technologies émergentes de RV. Et pour que cette intégration soit optimale, des défis importants d’ordre technique, cognitif et pédagogique restent à être surmontés.
Filippini, Fantoni Silvia. "Approche critique des stratégies de personnalisation dans les musées : théorie et pratique." Paris 1, 2009. http://www.theses.fr/2009PA010548.
Full textEncelle, Benoît. "Accessibilité aux documents électroniques : personnalisation de la présentation et de l'interaction avec l'information." Toulouse 3, 2005. http://www.theses.fr/2005TOU30237.
Full textIn order to improve information accessibility, we developed the concept of "user policies". The objective of user policies is to specify user preferences in terms of presentation (presentation policies) and interaction with information (navigation policies). Using these concepts, presentation and interaction with information are adapted to user's needs, making information more accessible. We introduced the notion of user policies profile in order to gather all user presentation policies and user navigation policies. As XML is the standard for encoding electronic information, we focused our attention on the implementation of these concepts of profile and policies for the personalization of the browsing of XML documents. Two software prototypes were developed in order to validate our proposition: the first one is an XML multimedia browser that personalizes browsing of XML documents and the second is a user policies profile editor
Haouari, Lobna. "MODELISATION ET SIMULATION DE L'INTRODUCTION DE TECHNOLOGIES RFID DANS DES SYSTEMES DE CONFIGURATION A LA DEMANDE." Phd thesis, Ecole Nationale Supérieure des Mines de Saint-Etienne, 2012. http://tel.archives-ouvertes.fr/tel-00861859.
Full textMallet, Christelle. "Entre traduction et négociation : comment se construit le sens des groupwares en contexte organisationnel ?" Electronic Thesis or Diss., Metz, 2009. http://www.theses.fr/2009METZ022L.
Full textThe introduction of groupwares in productive organizations highlights four major characteristics of our societies : the paramountcy of knowledge as a key driver of business competitiveness, the profusion of technologies surrounding both domestic and professional fields, the enhancement of urgency and mobility, and a new definition of the actor, a true entrepreneur of his life. Groupwares act as performance catalysts: to work faster and better by mobilizing collective intelligence. How can such tools be appropriated by actors in productive organizations ? How are they integrated or not in work practices ? How do actors, by seeking a meaning to them, transform organizations ? The question of cognitive and communicative processes at work constitute the heart of this research. The hypothesis considers the appropriation of groupwares as the product of two interrelated dynamics: the creation of meaning dynamic and the translation dynamic. The articulation of the sensemaking theory developed by Karl E. Weick and the translation theory proposed by Madeleine Akrich, Michel Callon and Bruno Latour appears to be appropriate to analyze the process of appropriation of groupwares. Three case studies were conducted : a participant observation in a research centre and two action-researches within a bank and an organization in the field of business support. They highlight the active role played by actors during the introduction of groupwares and the communicative dimension at work: project formulation, negotiation of those fundamental issues on which work collectives rely, and the translation and articulation of contradictory logics that are found in every company. The role of the manager appears to be preponderant and the research findings lead to the need to rethink his action during the implementation of groupwares, because these tools, vectors of cognitive rationalization, question those forms of identity construction and professional relations which are manifest in most companies. Managers appear helpless when facing these challenges
Gardy, Philippe. "L’évaluation en didactique de la traduction et l’intégration des outils technopédagogiques : étude qualitative et expérimentation." Doctoral thesis, Université Laval, 2015. http://hdl.handle.net/20.500.11794/25951.
Full textThis research project, an explicit example of action research, has a three-fold objective: First, to study current assessment practices in translation teaching in Canada. Secondly, to define – with regard to the state of research in educational sciences, and notably in a constructivist perspective – the key factors of successful assessment in translation teaching. And lastly, to study the potential contribution of integrating information and communication technologies into the process of evaluating students’ work. The general objective is to propose an assessment methodology that may serve as a true learning tool, while at the same time taking into account the real conditions in which the teaching and translating professions are exercised. The first part of the work is based on information gathered from 32 teachers and 357 translation students concerning their assessment practices and their perceptions related to this process. The second part presents the lessons drawn from analyzing the results of an experiment conducted with 88 students in which video was used to provide feedback on their work instead of the traditional paper assessment. It emerges from the first part of the paper that the assessment methods currently in use have not significantly evolved compared to those that were prevalent in the 20th century. These methods are used in an almost monolithic way, independent of the progress of students in their course of study. In addition, assessment does not seem to constitute a subject of exchange and discussion within the teaching community; it seems rather to constitute a source of stress. Moreover, it appears that the positive perception of assessment that students have at the beginning of their studies tends to wear off over time, giving way to a kind of disillusion by the time students near the end of their studies. Students point the finger at an insufficient amount of feedback, feedback which is frequently illegible. The second part of the study highlights the measurable contribution of using screen capture feedback, with regard both to students’ progress and to their satisfaction with assessment methods, particularly as concerns the two criticisms expressed earlier.
Mallet, Christelle. "Entre traduction et négociation : comment se construit le sens des groupwares en contexte organisationnel ?" Thesis, Metz, 2009. http://www.theses.fr/2009METZ022L/document.
Full textThe introduction of groupwares in productive organizations highlights four major characteristics of our societies : the paramountcy of knowledge as a key driver of business competitiveness, the profusion of technologies surrounding both domestic and professional fields, the enhancement of urgency and mobility, and a new definition of the actor, a true entrepreneur of his life. Groupwares act as performance catalysts: to work faster and better by mobilizing collective intelligence. How can such tools be appropriated by actors in productive organizations ? How are they integrated or not in work practices ? How do actors, by seeking a meaning to them, transform organizations ? The question of cognitive and communicative processes at work constitute the heart of this research. The hypothesis considers the appropriation of groupwares as the product of two interrelated dynamics: the creation of meaning dynamic and the translation dynamic. The articulation of the sensemaking theory developed by Karl E. Weick and the translation theory proposed by Madeleine Akrich, Michel Callon and Bruno Latour appears to be appropriate to analyze the process of appropriation of groupwares. Three case studies were conducted : a participant observation in a research centre and two action-researches within a bank and an organization in the field of business support. They highlight the active role played by actors during the introduction of groupwares and the communicative dimension at work: project formulation, negotiation of those fundamental issues on which work collectives rely, and the translation and articulation of contradictory logics that are found in every company. The role of the manager appears to be preponderant and the research findings lead to the need to rethink his action during the implementation of groupwares, because these tools, vectors of cognitive rationalization, question those forms of identity construction and professional relations which are manifest in most companies. Managers appear helpless when facing these challenges
Books on the topic "Personnalisation des technologies de la traduction"
Fisher, Renée. Dictionnaire des nouvelles technologies: Télématique, télécommunications, systèmes vidéos, robotique, intelligence artificielle, traduction automatique, optique, holographie--. 3rd ed. Paris: Eyrolles, 1991.
Find full textFisher, Renée. Dictionnaire des nouvelles technologies: Télématique, télécommunications, systèmes vidéos, robotique, intelligence artificielle, traduction automatique, optique, holographie ... 2nd ed. Paris: Eyrolles, 1988.
Find full textFisher, Renée. Dictionnaire des nouvelles technologies: Télématique, télécommunications, systèmes vidéos, robotique, intelligence artificielle, traduction automatique, optique, holographie.... 3rd ed. Paris: Eyrolles, 1991.
Find full textFisher, Renée. Dictionnaire des nouvelles technologies: Télématique, télécommunications, systèmes vidéos, robotique, intelligence artificielle, traduction automatique, optique, holographie ... 2nd ed. Paris: Eyrolles, 1988.
Find full textRennes), Colloque international Traduction spécialisée: Chemins parcourus et autoroutes à. venir-Traduire pour le Web (2005. Traduction, terminologie, rédaction: Actes des universités d'été et d'automne 2005 : actes du colloque international juin 2005 : traduction spécialisée, chemins parcourus et autoroutes à venir, traduire pour le web [Rennes, Université Rennes II, 10 et 11 juin 2005]. Paris: Maison du dictionnaire, 2006.
Find full textDiversity of Cultural Expressions in The Digital Era. Teseo, 2016. http://dx.doi.org/10.55778/ts096909018.
Full textARGAUD, Evelyne, and Elena AKBORISOVA DA-SILVA, eds. Quelles compétences en langues, littératures et cultures étrangères ? Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.9782813004086.
Full textBook chapters on the topic "Personnalisation des technologies de la traduction"
Sofo, Giuseppe. "La traduction à l’ère numérique : Histoire, évolution et perspectives de la rencontre entre la traduction et l’intelligence artificielle." In Human Translation and Natural Language Processing Towards a New Consensus? Venice: Fondazione Università Ca’ Foscari, 2023. http://dx.doi.org/10.30687/978-88-6969-762-3/002.
Full textRivas-Ginel, María Isabel. "La traducción automática en la localización de videojuegos." In Traduction automatique et usages sociaux des langues. Quelle conséquences pour la diversité linguistique ?, 167–78. Observatoire européen du plurilinguisme, 2021. http://dx.doi.org/10.3917/oep.beacc.2021.01.0167.
Full textKokanova, Elena, Aleksandra Epimakhova, Maxim Berendyaev, Nikolay Kulikov, Maria Evgrafova, and Natalya Pak. "Traduction automatique, un nouveau défi pour la formation des traducteurs : le cas de l’Université fédérale Arctique (Russie)." In Traduction automatique et usages sociaux des langues. Quelle conséquences pour la diversité linguistique ?, 101–14. Observatoire européen du plurilinguisme, 2021. http://dx.doi.org/10.3917/oep.beacc.2021.01.0101.
Full textTomaszkiewicz, Teresa. "Quel avenir pour la formation universitaire aux métiers de la traduction ?" In L’art de vivre, de survivre, de revivre. Approches linguistiques. Le 50e anniversaire des études romanes à l’Université de Łódź. Wydawnictwo Uniwersytetu Łódzkiego, 2022. http://dx.doi.org/10.18778/8220-879-5.24.
Full textReports on the topic "Personnalisation des technologies de la traduction"
Fiorini, Susanna, Martine Garnier-Rizet, Katell Hernandez Morin, Franck Barbin, Franziska Humphreys, Amélie Josselin-Leray, Natalie Kübler, et al. Rapport du groupe de travail Traductions et science ouverte. Ministère de l'enseignement supérieur et de la recherche, December 2020. http://dx.doi.org/10.52949/20.
Full textFiorini, Susanna, Martine Garnier-Rizet, Katell Hernandez Morin, Franck Barbin, Franziska Humphreys, Amélie Josselin-Leray, Natalie Kübler, et al. Rapport du groupe de travail Traductions et science ouverte. Ministère de l'enseignement supérieur et de la recherche, December 2020. http://dx.doi.org/10.52949/20.
Full textFiorini, Susanna, Martine Garnier-Rizet, Katell Hernandez Morin, Franck Barbin, Franziska Humphreys, Amélie Josselin-Leray, Natalie Kübler, et al. Rapport du groupe de travail Traductions et science ouverte. Ministère de l'enseignement supérieur et de la recherche, December 2020. http://dx.doi.org/10.52949/20.
Full text