Innovation In MTI Curriculum Design Based On Student Needs Assessment

Through questionnaire surveys and open interviews,this thesis examines the needs of MTI students in GSTI at BFSU and SEU-Monash JGS.Through quantitative analysis and qualitative research,the thesis summarizes the good practices and offers suggestions for improving the MTI curriculum design.The questions in the questionnaire surveys mainly include"language learning in translation teaching","translation theory and translation practice","translation and interpreting competence","course hours and semester arrangement","usefulness of courses in job hunting","EC/CE interpreting","difficulty of interpreting courses",and "interpreting exercise and tape hour."In response to the conclusions drawn from the questionnaire surveys,the author conducted targeted open interviews with students and faculty members of both MTI programs.The questions in the interview mainly include "translation theory and practice","language enhancement in the MTI program","students' ratings on the courses",and "English-Chinese/Chinese-English and theme-based teaching.”Based on the analysis and collation of the results from questionnaire surveys and interviews,this paper reaches the conclusion that the existing MTI curriculum more or less mismatches students' needs,and the student need assessments should be conducted in the curriculum designs.Students' needs reveal their motivation to learn and reflect the market demand when they apply for jobs.Therefore,the innovation in MTI curriculum design should be introduced based on students' needs.At the same time,the study also finds that student demand should not be the only criterion for evaluating the curriculum;other factors,such as market demand,views of faculty members,and school conditions,should also be considered.