Construction Of Translation Major In China: Problems And Suggested Solutions

Alongside the rapid development of international communication, the need for talented translators is also increasing, and the problems surrounding translation discipline construction have aroused the interest of numerous scholars and teachers. It will be beneficial if the scholars base their research into the construction of a four-year translation major on thorough investigation. However, it is a pity that to date the amount of research of this caliber has been far from adequate. Therefore, this dissertation analyzes the current situation of translation study and translation discipline construction in China by means of literature review, interviews and introspection. It further delves into the orientation of the translation discipline, the goal of translator cultivation, the cultivation model, textbook compilation, teaching methods and means, evaluation and testing, teacher training, curriculum development, etc. The study also puts forward some possible solutions to relevant problems or issues in above areas.The study finds that the translation discipline in China has much room for improvement in the use and the application of foreign translation studies, and the development of translation test and evaluation methods, translator/interpreter training, etc., though some overseas translation works have already been successfully introduced. In the studies of translation teaching, there has been more reflective analysis than empirical research. Although there are academic magazines available, yet the quality of the columns and articles should be improved; activities such as academic forums, and translation competitions should be encouraged.Relying on linguistic and language teaching theories, this study analyzes the concepts of translation, translatology, translation as a major, translator competence, etc., it stresses that translation is not only the communicative activity of transferring information between two languages (the native language and the target language), but also refers to translators or translation products. Translatology is both scientific and artistic in nature, and it can be roughly divided into general translation studies, applied translation and translation education. In China, translation education at both the graduate and postgraduate levels must be further developed. The four-year graduate program tends to cultivate students general abilities in translation while the postgraduate program tends to cultivate individuals with advanced translation skills. As for translation competence, it entails complete knowledge of the target and the native language, and the capability of using both languages effectively. There is interaction between translation theory and practice, and translation itself is the result of the integration of theory and practice. In addition, there are great differences in the goals, periods of study, requirements, and means and evaluation methods of translation teaching between English majors and translation majors.The study offers insightful suggestions for the successful construction of a high-quality translation major. In curriculum development one should consider social and personal requirements, region and university characteristics, one's realities, etc., and also make full use of all sorts of resources, so as to make the subjects multi-disciplinary and practical, and achieve the objectives. Regarding textbook compilation, publication, evaluation and adaptation, one should adhere to the most advanced theories, and make the textbooks rich in content and novel in design. It is also necessary to strike a balance between the use of foreign and domestic textbooks, as well as the academic and practical nature, and the market and learner oriented course materials. With regards to translation teaching, one should stick to the five main principles, namely, combining the characteristics of translation and education, learner-centeredness, interaction and cooperation, problem inquiry, and dynamic development. To be more exact, learners should be the focus of teaching and relevant tasks be the major teaching means. One should create an atmosphere of interaction and cooperation for instructors and students with the support of modern education technology, while encouraging theoretical reflection and translation skills training. As for teaching evaluation, it is advocated that with the help of computers and networks, one should integrate social evaluation with classroom evaluation, test with non-test evaluation, and progressive evaluation with summative evaluation, so as to enhance the objectivity of evaluation. With regard to translation teacher education, in addition to the traditional certificate education and academic conferences, one should persist in the idea of life-long education, advocate school-based teacher education to promote the cooperation between disciplines and teachers, and construct research and teaching teams to improve the integral abilities of teachers. In the process of establishing translation curriculum standards, one should clarify translation as an independent discipline, adhere to the principles of being extensive and empirical, and guarantee that it is systematic and scientific.The study utilizes theories of sociolinguistics, language teaching and education psychology, cites current material, and illustrates the relationship between different factors in translation major construction by means of diagrams and tables. It thus lays a solid foundation for further theoretical study of translation teaching. Meanwhile, it integrates translation with education by applying the theory of interaction, cooperation, and humanism to translation teaching. In a sense, it breaks through the limitations of linguistic theories on translation teaching and provides enlightenment and reference to the teaching and research.