Netmarble AI Center's WMT21 Automatic Post-Editing Shared Task Submission

This paper describes Netmarble's submission to WMT21 Automatic Post-Editing (APE) Shared Task for the English-German language pair. First, we propose a Curriculum Training Strategy in training stages. Facebook Fair's WMT19 news translation model was chosen to engage the large and powerful pre-trained neural networks. Then, we post-train the translation model with different levels of data at each training stages. As the training stages go on, we make the system learn to solve multiple tasks by adding extra information at different training stages gradually. We also show a way to utilize the additional data in large volume for APE tasks. For further improvement, we apply Multi-Task Learning Strategy with the Dynamic Weight Average during the fine-tuning stage. To fine-tune the APE corpus with limited data, we add some related subtasks to learn a unified representation. Finally, for better performance, we leverage external translations as augmented machine translation (MT) during the post-training and fine-tuning. As experimental results show, our APE system significantly improves the translations of provided MT results by -2.848 and +3.74 on the development dataset in terms of TER and BLEU, respectively. It also demonstrates its effectiveness on the test dataset with higher quality than the development dataset.

Machine Translation Post-Editing (MTPE) from the Perspective of Translation Trainees: Implications for Translation Pedagogy

This paper introduces data on translation trainees' perceptions of the MTPE process and implications on training in this field. This study aims to analyse trainees' performance of three MTPE tasks the English-Polish language pair and post-tasks interviews to determine the need to promote machine translation post-editing skills in educating translation students. Since very little information concerning MTPE training is available, this study may be found advantageous.

The Post-Editing Workflow: Training Challenges for LSPs, Post-Editors and Academia

Language technology is already largely adopted by most Language Service Providers (LSPs) and integrated into their traditional translation processes. In this context, there are many different approaches to applying Post-Editing (PE) of a machine translated text, involving different workflow processes and steps that can be more or less effective and favorable. In the present paper, we propose a 3-step Post-Editing Workflow (PEW). Drawing from industry insight, this paper aims to provide a basic framework for LSPs and Post-Editors on how to streamline Post-Editing workflows in order to improve quality, achieve higher profitability and better return on investment and standardize and facilitate internal processes in terms of management and linguist effort when it comes to PE services. We argue that a comprehensive PEW consists in three essential tasks: Pre-Editing, Post-Editing and Annotation/Machine Translation (MT) evaluation processes (Guerrero, 2018) supported by three essential roles: Pre-Editor, Post-Editor and Annotator (Gene, 2020). Furthermore, the pre-sent paper demonstrates the training challenges arising from this PEW, supported by empirical research results, as reflected in a digital survey among language industry professionals (Gene, 2020), which was conducted in the context of a Post-Editing Webinar. Its sample comprised 51 representatives of LSPs and 12 representatives of SLVs (Single Language Vendors) representatives.

Interactive Models for Post-Editing

Despite the increasingly good quality of Machine Translation (MT) systems, MT outputs require corrections. Automatic Post-Editing (APE) models have been introduced to perform these corrections without human intervention. However, no system has been able to fully automate the Post-Editing (PE) process. Moreover, while numerous translation tools, such as Translation Memories (TMs), largely benefit from translators' input, Human-Computer Interaction (HCI) remains limited when it comes to PE. This research-in-progress paper discusses APE models and suggests that they could be improved in more interactive scenarios, as previously done in MT with the creation of Interactive MT (IMT) systems. Based on the hypothesis that PE would benefit from HCI, two methodologies are proposed. Both suggest that traditional batch learning settings are not optimal for PE. Instead, online techniques are recommended to train and update PE models on the fly, via either real or simulated interactions with the translator.