| Along with the increasing informatization,professionalization and industrialization of language services,frequent interactions among economy,politics,technology,culture,and other fields,and also the robust development of information technology have brought about revolutionary changes in the working fields,contents,modes and methods of translation activities.Translation is not only a major,but also a profession in the language service industry,which poses a stringent challenge on translation training.Thus,in the context of professionalization and specialization of translation,the MTI training program,concerning terminology education,whether in the amount,or the goal of training is still lagging behind the requirements and demands of the translation market.In the market and specialized process of translation projects,terminological competence stands out as a crucial element of enhancing the translation quality and efficiency,and reducing the cost of management,including 1)the recognition and collection of terminology,client interaction,establishment of term base at the initiation stage of a project,search and application of accurate terminology in translation,as well as the revision of terminology,the update and maintenance of the term base after translation.While the terminology involved in the whole process of translation project has been ignored and lacking of systematic and in-depth studies.Although thorough and extensive researches have been conducted on the definition and components of “translation competence” and “translator's competence”,yet there is still lacking a satisfactory consensus.But the study on the position of terminological competence in translator's competence remains obscure,due to the insufficient researches.Aiming at solving the problems mentioned above,this study is meant to figure out the components of terminological competence and the hierarchy of these components,so as to offer suggestions for the terminology education.In these settings,three research questions are to be proposed.Firstly,what are the components of the translator's terminological competence? Secondly,which of these components are most needed for professional translators? Thirdly,how should the MTI student translators be improved in terms of the professional translator's terminological competence framework?In order to answer the three questions above,this research first has done literature reviews on books,journals,dissertations,conference papers and other academic materials on terminological competence,translation textbooks,terminology education curriculum both overseas and at home,certificate examinations of translation,code of ethics in the translation industry,the requirements of translation industry and relevant positions,and so on.Integrated with the methodologies of questionnaire and interview,this paper is meant to find out the components of translator's terminological competence.Then through expert grading and questionnaire,this paper will grade the components to clarify the most important ones.At last,by means of questionnaire and theoretical thinking,this paper explores ways of improving translator's terminological competence.O n the basis of the former studies on terminological competence and the extant model of translator's terminological competence,from the perspective of knowledge management,this paper will further revise the framework of terminological competence,so as to obtain the revised framework of translator's terminological competence.This thesis works on clarifying the components and dimensions of translator 's terminological competence from the perspective of knowledge management,which broadens the studies on terminological competence in translation studies.It is hoped to provide implications for MTI training in terminology education,assessment for translators from the perspectives of both translation industry and translator themselves.Thus,it is beneficial for terminology education quality and work efficiency of translator work. |
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