An Empirical Study On Student Translators’ ICT Competence Based On "Translation Lab" Model

The main purpose of this thesis is to explore how to better develop student translators’ICT competence (Information and communication technology competence). By conceptualspeculation, the study seeks first to build a translation lab model based on PBA (theProject-based Approach). Then, experimental teaching is conducted in a real translationproject based on the model. Data drawn from the experiment are analyzed to find out ifstudents’ ICT is developed after the project. The research results can also be used to evaluatethe effectiveness of the teaching program based on the pedagogy model. The thesis intends toanswer the following questions:(1) What constitutes ICT competence in translator training?(2) What is the model of translation lab? From a theoretical perspective, in what ways can thismodel help improve student translators’ ICT competence?(3)From an empirical perspective,to what degree does the translation lab model help improve student translators’ ICTcompetence?The teaching experience lasts16months. Qualitative and quantitative methods arecombined to analyze the data in the empirical study. Questionnaires, direct observation,translation dairy and semi-structured interviews are triangulated to explore if students’TC canbe improved and, if yes, how much it can be improved with the model. The conclusions aremade as follows:(1)ICT competence is defined as the abilities to use digital technology, communicationstools, and networks to access, manage, integrate, evaluate, and create information in order tosolve translation problems in a knowledge society. Based on the literature, the thesis exploresthe components of ICT competence, namely information competence, technologicalcompetence, communicative competence, problem-solving competence and moral andsecurity, which are interrelated and interacted.(2)The translation lab model refers to a project-based teaching method with ICTapplication as the key point, translation problems as the center. Collaborative learningbetween translation students and engineering students is also emphasized in the model. Itseeks to create a semi-professional classroom, which to a considerable extent reflects real-lifeworking environment of professional translator and provides further stimuli to developstudents’ ICT competence. This model engages students in real projects and professionalworking environment to motivate them in problem-solving and learning autonomy, thus pavingthe way for their future profession. (3)The development of student translators’ ICT competence is manifested in thefollowing three aspects:(a)The students in the present study have made remarkable progressin the overall ICT competence, which testifies the effectiveness of the translation lab model incultivating students’ ICT competence.(b) The improvement of the components of ICTcompetence is in a hierarchical ranking. The three best developed components of ICTcompetence are: information competence, technological competence and communicativecompetence, followed by problem-solving competence and finally moral and security.(c)There is a statistical mean difference in TQ measurement collected at the middle of the projectand that at the final stage. The mean value of TQ signifies an improvement in the students’translation quality. In addition, students have made progress in other aspects such as thematicknowledge, self-confidence, self-management and psychological conditions.