Computer-Aided Translation Teaching By Means Of Modern Information Technology

In the 21st century, with the continuous development of translatology as a discipline, more and more researchers start to focus on the translation studies and practice. At the same time, driven by the economic, technological and cultural development, as well as the increasingly frequent international exchanges, there is a surge in the amount of texts being translated; translation tools have been improving; perspectives and approaches of translation studies have also continued to extend and develop. Changes of the translation market are bound to have great impacts on the cultivation methods and evaluation criteria of translation. Therefore, in the process of translation teaching, how to grasp market trends, how to establish a more comprehensive training mechanism and how to cultivatehigh-level translators to adapt to a rapidly changing translation market, are questions worth thinking about. The social and economic development has put forward higher requirements to English translation teaching in universities, while traditional English translation teaching can not meet the actual needs of society and the translation market and can not effectively improve students'translation competence. It is necessary to improve translation teaching to cultivate high-qualified translators.Since 1980s, with the popularity of powerful multimedia computers and the emergence of global networks, computer-aided teaching has aroused growing interests among researchers. Among them, Multimedia Computer-Aided Translation Teaching (MCATT) has been appreciated by many educators, and its great potential has been recognized by many language teachers. It is imperative to reform the traditional translation teaching and to establish a new Computer-Aided Translation mode in the modern information age. In the academic world, many scholars think that constructivism has a close relationship with Computer-Aided Translation Teaching (CATT): the relationship of theory and practice. The theory is considered as an important theoretical foundation of CATT. Thus, the combination of computer with constructivism can form a student-centered interactive mode of translation teaching which pays attention to the experiential learning and interactivity of translation teaching. In this mode,"interactivity"is enforced throughout the entire translation teaching process, existing in the phase of translation preparation, translating process and even the phase of translation criticism. That is, there are always interactions between teachers and students, among students in or out of classes. Meanwhile, the curriculum design of translation teaching courses should be changed according to the translation market and experience should be learned from earlier practitioners and forerunning programs and institutions like the European Master's in Translation (EMT). Thus, the status of the traditional translation teaching should be improved and the teaching mode will have important theoretical and academic significances in the effective integration of translation teaching contents with the job market, in the cultivation of students'translation competence, as well as meeting the social needs of application-oriented translators.This thesis is based on the author's own experience of learning translation for many years and some teaching examples provided by her supervisor. At present, though this translation teaching mode may not be implemented fully and widely in classroom, the author believes that it will come true soon enough when network-based classrooms are widely used for translation teaching.