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TRANSLATION AND MEDICAL TERMINOLOGY

Enhancing ESL Learners' Translation Skills through Medical Terminology Acquisition

Chapoy Pérez Nilhze Cecilia, Castro Juárez Melissa Gisela, Rivas Rojas Samantha and Villarreal

Argueta Marco Antonio

Universidad autónoma de Nuevo León, Facultad de Filosofía y Letras

Author Note

Correspondence concerning this article should be addressed to Nilhze Chapoy,

Universidad Autónoma de Nuevo León, Facultad de Filosofía y Letras. Email:

[email protected]
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TRANSLATION AND MEDICAL TERMINOLOGY

Abstract

As the demand for proper translators in the medical field continues to grow, the ability to accurately

translate complex medical texts is becoming increasingly important. This study addresses a significant

challenge that ESL (English as a Second Language) learners often find with mastering this specialized

terminology, which can impede their translation accuracy and confidence in handling complex texts. The

research explores various pedagogical approaches for integrating medical terminology into ESL instruction,

such as the use of specialized vocabulary lists, context-based learning, and targeted translation exercises

designed to simulate real-world scenarios. The research involved a group of ESL learners who participated

under a structured instructional program focused on medical terminology. The program’s design was

grounded in principles of vocabulary acquisition and applied linguistics, aiming to enhance both the

linguistic competence and practical translation skills of the learners. The results indicate that learners who

received targeted instruction in medical terminology not only demonstrated significant improvements in

their ability to translate medical texts accurately and efficiently but also reported increased confidence in

realizing specialized content, which is crucial for professional translation work. These results have important

implications for curriculum development in ESL programs, highlighting the need for specialized

terminology training to meet the demands of the global translation industry.

Keywords: translation, medical terminology, accuracy

Enhancing ESL Learners' Translation Skills through Medical Terminology Acquisition

Imagine an English student who has to translate an article about a new cancer treatment. The article is full of

complicated medical terms that are essential to understand and apply what it says. But this student has not

yet mastered the medical terminology and faces a big problem: 75% of students say that medical vocabulary

is one of their biggest difficulties. This student graduates and starts working in a hospital where English is

the first language. One day, a Spanish-speaking patient arrives with a serious emergency. The doctor needs

to know what medications the patient has been taking, but the list is in Spanish, and our new graduate has

trouble translating some of the medication names. This situation could lead to a critical treatment problem
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TRANSLATION AND MEDICAL TERMINOLOGY

or, worse, a medication error. As the world becomes more connected and people travel from one country to

another, professionals, in this case physicians or doctors, who are not fluent in both languages can face

major challenges in their daily work. If, from the beginning, English language programs and careers focused

on teaching medical terminology, we could prepare these future professionals to face these situations. It is

essential to ensure that patients receive the best possible care in a world where people's lives are arguably at

stake, because if we get the wrong medication, it can cause a very serious problem.

Medical translation should be approached with methods that take into account the type and function of the

text, while ensuring accuracy in terminology is vital for effective and safe communication in the healthcare

field. Both approaches highlight the importance of adaptability and precision in medical translation to ensure

that texts fulfill their intended purpose in medical contexts (Borankulova, N. B. E., 2024; Köprülü, S. G.,

2023). Furthermore, translation should be seen as an act of communication that prioritizes comprehensibility

and readability over rigid adherence to correctness. In medical translation, this communicative focus is

crucial.

Maintaining the adequacy and fluency of the text across various genres and contexts (Alabahy, W. M., &

Shamsi, M., 2022; Kasperé, R., Mikelioniene, J., & Venckiené, D., 2024).

The study "Enhancing ESL Learners' Translation Skills through Specialized Terminology Acquisition"

addresses gaps identified in previous research on specialized term translation, particularly in less-

documented languages. Por ejemplo, Nahounou Angenor Yao's (2024) work on medical translation explores

the challenges of creating terminological equivalences in languages not traditionally used in scientific

contexts, but does not consider how specialized terminology acquisition could aid ESL learners. Similarly,

Sevtap Günay Köprülü (2024) highlights the complexity of achieving terminological equivalence in medical

texts due to the specialized nature of the language. However, Köprülü's focus on medical contexts and

audience-specific challenges overlooks how terminology acquisition could enhance translation skills across

various fields for ESL learners. Thus, this research aims to fill the gap by demonstrating how acquiring

specialized terminology can significantly improve ESL learners' translation skills, addressing the limitations

of previous studies.
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TRANSLATION AND MEDICAL TERMINOLOGY

This paper is aiming to improve the material that is currently available in university classrooms towards

translating and interpreting students who lack the knowledge to fulfill certain requirements as

translators/interpreters. There might be a situation where they will come upon some terms they may not be

acquainted with, as is common when speaking about medical terms which they don’t have any experience

in. Since English is the principal language used in the medical field at conferences and their communication

(Wulff, 2004), we must center in English-speaking countries such as USA, Australia, England and more;

thus translation/interpretation students have a higher possibility of coming across people of USA; therefore,

this paper will for the most part pay attention to the medical terms used in this country.

Even though USA doesn’t have an official language, English, it’s believed to be the primary language used

to communicate; however, there are many people who don’t speak it nonetheless; they are still in need of

communicating to navigate life. Their broken English can be enough for their everyday chores, but, ¿what

happens cuando they can’t communicate with their doctor? Here’s where our study is of use; we can ease the

communication path between non-English speakers and native ones and even more if we can enhance the

knowledge of medical terms of the translators/interpreters to be.

Moreover, this study addresses the significant challenge that ESL (English as a Second Language) learners

often face with mastering medical terminology. The purpose of this exploratory sequential design will be to

first qualitatively explore with a small sample, design or modify a quantitative assessment (e.g. instrument,

website, experimental intervention activities, new variables) based on qualitative findings, and then to test

this designed or modified quantitative assessment with a large sample. The first phase of the study will be a

qualitative exploration of the difficulties ESL learners face in acquiring and using medical terminology, in

which interviews and focus groups will be collected from ESL learners at various language learning centers.

From this initial exploration, the qualitative findings will be used to design a cultural or context-specific

quantitative assessment that can be tested with a large same sample. This test will compare quantitative data

collected from a group of ESL learners at different educational institutions. The insight to emerge from

designing a quantitative assessment based on qualitative data will be an instrument better suited to the

specific needs and challenges of ESL learners in mastering medical terminology.

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TRANSLATION AND MEDICAL TERMINOLOGY

In this study, the dependent variable is the accuracy of ESL learners in translating medical terminology.

Medical translation, especially in fields like healthcare, is a high-stakes process where precision is

paramount. As highlighted by Palex Group (2022), medical terminology is not only complex due to its Latin

and Greek origins, but it also includes subject-specific jargon across various healthcare fields like anatomy,

pharmacology, and diagnostics. The issue of translating specialized medical terms extends beyond merely

linguistic correctness; it demands medical accuracy to ensure proper communication between healthcare

professionals, patients, and stakeholders (Krapivina, 2022). Additionally, terminological inconsistencies, as

noted by Borankulova (2024), can lead to severe communication breakdowns, particularly in patient care,

where an incorrect translation of a diagnosis or treatment could lead to life-threatening situations. The

central question this study addresses is whether targeted medical vocabulary training effectively improves

ESL learners' ability to translate complex medical terms accurately, an issue underscored by Yao (2024) in

less-documented languages, where creating equivalences is particularly challenging.

The independent variables in this study include the instructional method for medical terminology and

exposure to medical terminology. The instructional method refers to the techniques used to teach ESL

learner’s medical terms, such as vocabulary lists, real-world contextual exercises, and interactive

simulations. According to Alasbahy & Shamsi (2022), different teaching methods, including problem-

solving approaches, are crucial for overcoming the complexities of medical translation, particularly in

Arabic contexts where cultural nuances complicate the translation process.Similarly, Günay Köprülü (2023)

emphasizes the importance of context and purpose in translation, suggesting that instructional methods

should vary.
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TRANSLATION AND MEDICAL TERMINOLOGY

Depending on whether learners are translating for clinical practice, pharmaceutical texts, or patient

communication.

Moreover, exposure to medical terminology refers to the amount and frequency of time that learners spend

interacting with medical texts during the instructional program. Studies, such as those conducted by H.

Mayyas, K. Yunus, S. Mayyas (2024), show that consistent exposure to terminology through varied

scenarios significantly enhances learners' ability to retain and apply the correct terms across different

contexts. This study will investigate how different levels of exposure (e.g., hours spent in targeted exercises)

impact translation accuracy, building on previous research that links prolonged exposure to better retention

and usage of specialized terms. The relationship between these independent variables and the dependent

variable will be analyzed by comparing learners' translation accuracy before and after the intervention.
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TRANSLATION AND MEDICAL TERMINOLOGY

Figure 1

Graphic Model

The targeted acquisition of specialized medical terminology will significantly improve ESL

learners' ability to accurately and effectively translate complex medical texts, particularly in

highstakes environments such as healthcare settings. Learners who are exposed to structured

medical terminology training will demonstrate a higher proficiency in both written and oral

translations, reducing the likelihood of errors that could lead to miscommunication or medical

complications. Moreover, this specialized training will enhance their overall translation

competence, allowing them to better navigate patient-doctor interactions, medical documentation,

and emergency situations, where precision in translation can directly impact patient outcomes.
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TRANSLATION AND MEDICAL TERMINOLOGY

Table 1

Congruence Table

Article Medical Medical Translation Translation

terminology translation Students Methods

Alasby & Shamsi x x

(2022)

Borankulova x x x

(2024)

Günay Köprülü x x x

(2023)

Kasperė, R., x x x

Mikelioniene, J.,

& Venckienė, D.

(2024).

Krapivina (2022) x x

Micic, S. (2008) x

Nahounou x x

Angenor Yao.

(2024)

Palex Group x x

(2022)

Wulff HR. (2004) x

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TRANSLATION AND MEDICAL TERMINOLOGY

Note: Table 1 shows the data collected, highlighting the similarities and differences among them.

Table 2

Congruence Table

Instructional Method Accuracy of

Exposure to medical
(Independent variable) Translation students
Article terminology in translating
medical
(Independent
terminology
variable)
(Dependent

variable)

Alasby &
x x
Shamsi (2022)

Borankulova
x x
(2024)

Günay Köprülü
x x x
(2023)

Kasperė, R.,

Mikelioniene, J., & x x x

Venckienė, D. (2024).

Krapivina (2022) x x

Micic, S. (2008) x

Nahounou
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TRANSLATION AND MEDICAL TERMINOLOGY

x x
Angenor Yao. (2024)

Palex Group
x
(2022)
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TRANSLATION AND MEDICAL TERMINOLOGY

Wulff HR.
x
(2004)

The research design focuses on the collection and analysis of numerical data to identify patterns
and relationships between variables at a specific point in time, without directly manipulating them.
As a cross-sectional study, data is collected at a single moment, providing a "snapshot" of the
variables of interest without examining changes over time. The non-experimental nature implies
that the researcher observes the variables as they appear in the natural context, without intervening
or manipulating conditions. This descriptive and correlational study seeks not only to describe the
characteristics of the variables but also to analyze how they relate to each other, identifying
possible associations without establishing causal relationships.

The population this research is focused on is mainly conformed by translation and interpretation
students who in the future encounter situations where they would need to practice medical
translation as well as students that want medical translation as their preferred field of work.
Furthermore, it’s also centered around individuals who may live in areas where their native
language is not spoken. For instance, a person who only speaks Spanish that lives in USA will need
the help of an interpreter to rightfully express the reason they are there.

The data collected through this study will be obtained from translation and interpretation students at
the University of Nuevo León. Students that are currently on the 5th through the 10th semester.
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TRANSLATION AND MEDICAL TERMINOLOGY

Instrument Design

Table 3

Operationalization of variables

Variable Definition Indicator Question Type of

variable

Confidence Students' level Perceived “Acquiring Quantitative

in translation of confidence confidence medical Ordinal
of medical in translating terminology
texts specialized has increased
medical texts. my confidence
in translating
medical texts.”

Translation Students' Quality “Learning Quantitative

quality perception of perception medical Ordinal
the quality of terminology
their has improved
translations the quality of
after learning my
medical terms. translations.”

Understanding Students' level Understanding “Studying Quantitative

of medical of of concepts medical Ordinal
concepts understanding terminology
of medical has helped me
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TRANSLATION AND MEDICAL TERMINOLOGY

concepts in better
English. understand
medical
concepts in
English.”

Translation Degree of Translation “The accuracy Quantitative

accuracy accuracy in accuracy of my Ordinal
students' translations has
translations increased as I
after acquiring have learned
medical terms. medical
terminology.”

Use of Students' Ease of use of “I feel more Quantitative

specialized comfort in vocabulary comfortable Ordinal
vocabulary using medical using
vocabulary in specialized
their medical
translations. vocabulary in
translations
after studying
it.”

Ease of Students' Perceived ease “Learning Quantitative

translating perception of of translation medical Ordinal
complex texts the ease of of complex terminology
translating texts has made it
complex easier for me to
medical texts translate
after acquiring complex
terms. medical texts.”

Medical Students' Retention of “I retain Quantitative

terminology ability to recall medical terms medical Ordinal
retention medical terms terminology
when better when
translating. translating
medical
content.”
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TRANSLATION AND MEDICAL TERMINOLOGY

General Perceived Perceived “Studying Quantitative

translation impact of improvement medical Ordinal
skills medical in general terminology
terminology on translation has improved
the skills my translation
improvement skills in
of translation general,
skills in beyond
general. medical texts.”

Translation Students' speed Perceived “Learning Quantitative

speed in translating improvement medical Ordinal
medical texts in translation terminology
after acquiring speed has allowed
specialized me to translate
vocabulary. medical texts
faster and
more
efficiently.”
Preparation for Perceived Preparation for “Acquiring Quantitative
professional readiness of translations in medical Ordinal
tasks students to professional or terminology
perform clinical has prepared
translations in environments me to perform
professional translation
medical tasks in
contexts. professional or
clinical
settings.”
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TRANSLATION AND MEDICAL TERMINOLOGY

References

Alasbahy, W. M. & Shamsi, M. (2022). Translating medical texts from English into

Arabic: Difficulties and suggestions. Journal of English Studies in Arabia Felix, 2(1), 1-

9. DOI: 10.56540/jesaf.v2i1.32

American Journal of Translation Studies 3 (2020)/ H. Mayyas, K. Yunus, S. Mayyas /

Translation Strategies Used in Translating Medical Texts from English into

Arabic.

Borankulova, N. B. E. (2024). CHALLENGES RELATED TO MEDICAL TERMINOLOGY.

Bulletin of Toraighyrov University Philology Series, 2.2024, 124–133.

https://doi.org/10.48081/pteg8036

Günay Köprülü, Sevtap. (2023). Terminological Equivalence in Translation of Medical Text.

Kasperė, R., Mikelioniene, J., & Venckienė, D. (2024). Medical terminology issues: a feasibility

study of machine translation in a low-resource language. ResearchGate.

https://www.researchgate.net/publication/377151911_Medical_terminology_issues_a_feasibili

ty_study_of_machine_translation_in_a_low-resource_language

Köprülü, S. G. (2023). Comprehensibility in translation of medical texts. RumeliDE Dil Ve

Edebiyat AraşTırmaları Dergisi :/RumeliDe Dil Ve Edebiyat AraşTırmaları Dergisi, 35, 1487–

1504. https://doi.org/10.29000/rumelide.1342150

Micic, S. (2008) The role of translation in undergraduate medical English instruction. Asociación

Europea de Lenguas para Fines Específicos, (16)169-181

Nahounou Angenor Yao. (2024). Term Issues in Medical Translation: Expanding Usage in Local
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Languages. International Journal of Applied Linguistics and Translation, 10(1), 1-8.

https://doi.org/10.11648/jijalt.20241001.11

PALEX. (2022, 7 octubre). Medical Terminology Translation: Challenges and Addresses

- Palexgroup. Palexgroup - Translating Ideas to Global Success.

https://palexgroup.com/blog/medical-terminology-translation/

U.S. facts and figures. (December, 2023). Official language of the United States.

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Wulff HR. (2004) The language of medicine. Journal of the Royal Society of

Medicine 97(4):187-8. doi: 10.1177/014107680409700412

Annexes

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