Academic Year 2023/2024

  • Docente: Claudia Lecci
  • Credits: 5
  • SSD: L-LIN/02
  • Language: English
  • Teaching Mode: Traditional lectures
  • Campus: Forli
  • Corso: Second cycle degree programme (LM) in Specialized translation (cod. 9174)

Learning outcomes

The student knows Computer-Assisted Translation (CAT) technologies as well as techniques, instruments and resources for the handling of documents in the different formats; s/he is able to design, carry out, coordinate and evaluate complex computer assisted translation projects involving several professionals and a variety of skills and competences, in a way that is consistent with professional ethics; s/he is able to acquire higher-level knowledge and competences in the area of computer assisted translation technology independently, and to employ them for the optimization of related language industry processes.

Course contents

The "Computer-Assisted Translation " (CAT) module is delivered in the first semester and is one of the two modules that make up the "Translation Technologies" course, together with "Machine Translation", held by Prof. Federico Garcea during the second semester.

This module focuses on the concept of computer-aided translation (CAT). After providing a theoretical introduction, some of the main CAT tools on the market (including Trados Studio, MemoQ, MateCat, OmegaT), both proprietary and free, will be presented. In particular, the module focuses on the translation of different file formats (among others, all Office formats, xml and DTP formats, e.g. InDesign) and on the creation, management and maintenance of translation memories.

Students will work on customising the quality assurance of target texts through CAT by defining rules and customised file types to meet clients' requirements; they will also use regular expressions to create specific display filters and to set up targeted search operations.

At the same time, students will learn how to manage compatibility and interoperability between different CAT tools and different file formats.

Finally, students will acquire the skills and abilities to manage complex translation projects involving different professionals (Project Management) through dedicated collaborative tools and platforms (e.g. MateCat, MotaWord, ect.).


During lessons based on theoretical aspects, the teacher will be using the following bibliographical references:

Bowker, L., (2002). “Computer-Aided Translation Technology. A Practical Introduction”. University of Ottawa Press.

Bowker, Lynne, (2005). “Productivity vs. Quality? A pilot study on the impact of translation memory systems”. Localisation Focus 4:1. 13-20.

Cevoli, M. & S. Alasia, (2012). “Guida completa a OmegaT”. Badalona: Qabiria.

Garcia, I., (2009). “Beyond translation memory: computers and the professional translator”. The Journal of Specialised Translation 12: 199-214.

Hanxiong Z., Kaixuan W. (2016). “A Case Study of Innovative Application of CAT in Translation Project Management”. School of Foreign Languages, Wuhan University of Technology, Wuhan, P.R.China. Online: https://bit.ly/3cK0Zk5

Lecci, C. & E. Di Bello, (2012). “Usare la traduzione assistita [http://www.clueb.com/servlet/SchedaArticolo?cat_id=3636] ”. Bologna: CLUEB

Pym, A., Perekrestenko, A., and Starink, B., editors
(2006). Translation technology and its teaching. Intercultural Studies Group, Tarragona. Online: http://isg.urv.es/library/papers/isgbook.pdf

Toto P. (2021). “Flipped classrooms and translation technology teaching: a case study”. In Wang C., Zheng B., Empirical studies of translation and interpreting. London: Routledge.

Vela M., Pal S., Zampieri M., Kumar Naskar S. (2019). “Improving CAT Tools in the Translation Workflow: New Approaches and Evaluation”. Saarland University, Germany, University of Wolverhampton, UK, Jadavpur University, India. Online: https://arxiv.org/pdf/1908.06140.pdf

Yamada, M., 2011. “The effect of translation memory databases on productivity”. In A. Pym (ed), Translation Research Projects 3. Tarragona: Intercultural Studies Group. 63-73.


Teaching methods

Lessons take the form of workshops covering theoretical aspects as well as devoting substantial space to practical exercises.

Theoretical contents are acquired through presentations by the lecturer and, when relevant, readings assigned to the students during the course.

The applied part consists of hands-on practice in the lab and homework exercises. These are discussed during troubleshooting sessions in the following class, so as to constantly monitor progress in the development of the technological skills that make the object of the course.

As concerns the teaching methods of this course unit, all students must attend Module 1, 2 on Health and Safety online.

Attendance is compulsory (at least 70% of lessons must be attended).

Assessment methods

The final exam lasts overall two hours and consists of a practical test - e.g. the creation of translation memories, terminology databases and translation projects/packages using one of the CAT tools presented in class - lasting one hour and thirty minutes and a theoretical test - two open-ended questions - lasting 30 minutes and concerning the principles and methodologies covered in class during the module and their applications in professional translation, with a critical analysis of their potential and applications.


30 – 30L excellent results, demonstrating an excellent understanding of the course content, as well as a good awareness and ability to evaluate different CAT systems to be adopted for different needs and workflows.
27 – 29 above average results, with minor errors or balanced by a good knowledge of fundamental concepts and applications.
24 – 26 good results, with some errors or knowledge gaps that show a partial understanding of contents and required skills.
21 – 23 sufficient results, but with notable gaps in knowledge or skills acquired in the course contents.
18 – 20 results that only prove minimal knowledge of the course contents.
< 18 insufficient, basic concepts have not been understood or demonstrated, the students has to take again the test.

Teaching tools

Lessons are held in a computer lab with internet connection and beamer.

Since lessons take the form of workshops, with substantial time devoted to pratical hands-on exercises, students have the possibility to become acquainted with the main software programs used in the fields of CAT, both proprietary and open-source/free.

Support materials (sample texts, slides, project files, instructions etc.) are made available through the Moodle e-learning platform.

Links to further information


Office hours

See the website of Claudia Lecci


Quality education

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.