Volume 63, Issue 3
  • ISSN 0521-9744
  • E-ISSN: 1569-9668
Buy:$35.00 + Taxes


In 2007, the Commission of Academic Degrees of the State Council of China approved an education program-Master of Translation and Interpreting (henceforth MTI), and in 2014 there are already 206 higher learning institutions started running such a program, aiming at training postgraduate students to be professional translators with advanced translation competence. Part of this translation competence is the ability to use electronic tools and resources, which has not received adequate scholarly attention in the field of translation studies in China.

The objective of this research is to construct an ideal learning environment for MTI students from the social constructivist perspective by exploring the possibility and benefit of bringing the students out of the traditional classroom teaching into the authentic environment wherein professional translators use electronic tools on a daily basis. This article addresses the following research questions: (1) What constitutes an ideal environment wherein its various components interact to facilitate the student’s learning? (2) In what way does such an environment assist the MTI students to learn to use electronic tools? (3) How can the gap between the student translator and the professional translator be bridged in terms of the skills to use electronic tools in a 2-year training program?

In response to these questions, this article explores the interaction among the various components of the external environment of translator workstation. It proposes an ideal learning environment metaphorically referred to as “the ecosystem of translator workstation”, which aims to enable MTI students to learn to use electronic tools in an environment similar to their future workplace. Such a research has great implications for translator education in present-day China by revealing what is best taught or trained in the workplace rather than the traditional classroom setting.


Article metrics loading...

Loading full text...

Full text loading...


  1. Austermühl, F.
    2001Electronic Tools for Translators. Manchester: St Jerome Publishing.
    [Google Scholar]
  2. Baer, B. J. , and Koby, G. S.
    2003Beyond the Ivory Tower: Rethinking Translation Pedagogy. Amsterdam – Philadelphia: John Benjamins Publishing Company. doi: 10.1075/ata.xii
    https://doi.org/10.1075/ata.xii [Google Scholar]
  3. Biau-Gil, J. R. , and Pym, A.
    2006 “Technology and Translation: A Pedagogical Overview”. InTranslation Technology and its Teaching, ed. by A. Pym ; A. Perestrenko , and B. Starink , 5–19. Tarragona: Intercultural Studies Group, Universitat Rovira i Virgili.
    [Google Scholar]
  4. Doherty, S. , and Kenny, D.
    2014 “The Design and Evaluation of a Statistical Machine Translation Syllabus for Translation Students”. The Interpreter and Translator Trainer8 (2): 295–315. doi: 10.1080/1750399X.2014.937571
    https://doi.org/10.1080/1750399X.2014.937571 [Google Scholar]
  5. Duoxiu, Q.
    2009 “Pedagogical Reflections on the Design of a Course in Computer-aided Translation”. Chinese Translators Journal4: 49–53.
    [Google Scholar]
  6. Göpferich, S.
    2013 “Translation Competence: Explaining Development and Stagnation from a Dynamic Systems Perspective”. Target25 (1): 61–76. doi: 10.1075/target.25.1.06goe
    https://doi.org/10.1075/target.25.1.06goe [Google Scholar]
  7. Hutchins, J.
    1998 “The Origins of the Translator’s Workstation”. Machine Translation13: 287–307. doi: 10.1023/A:1008123410206
    https://doi.org/10.1023/A:1008123410206 [Google Scholar]
  8. Kenny, D.
    1999 “CAT Tools in an Academic Environment:What are They Good for?” Target11 (1): 65–82. doi: 10.1075/target.11.1.04ken
    https://doi.org/10.1075/target.11.1.04ken [Google Scholar]
  9. Kiraly, D.
    2000A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice. Manchester: St Jerome Publishing.
    [Google Scholar]
  10. 2005 “Project-Based Learning: A Case for Situated Translation”. Meta: 50 (4): 1098–1111. doi: 10.7202/012063ar
    https://doi.org/10.7202/012063ar [Google Scholar]
  11. Krajcso, Z.
    2011 “Fostering Social Competence in Translation Studies”. Babel57 (3): 269–282. doi: 10.1075/babel.57.3.02kra
    https://doi.org/10.1075/babel.57.3.02kra [Google Scholar]
  12. Mo, Aiping
    2013 “Designing the Master Program in Business Translation: An Exploratory Study”. Chinese Translators Journal3: 39–43.
    [Google Scholar]
  13. Li, Jiyan
    2014 “An Empirical Study of College Students’ Perceptions and Use of Information and Communication Technology: Taking Colleges in Hebei Province as Example”. e-Education Research2: 33–37.
    [Google Scholar]
  14. PACTE
    PACTE 2009 “Results of the Validation of the PACTE Translation Competence Model: Acceptability and Decision Making”. Across Languages and Cultures10 (2): 207–230. doi: 10.1556/Acr.10.2009.2.3
    https://doi.org/10.1556/Acr.10.2009.2.3 [Google Scholar]
  15. Pym, A.
    2013 “Research Skills in Translation Studies: What We Need Training in”. Across Languages and Cultures14 (1): 1–14. doi: 10.1556/Acr.14.2013.1.1
    https://doi.org/10.1556/Acr.14.2013.1.1 [Google Scholar]
  16. Quah, C. K.
    2008Translation Technology. Shanghai Foreign Language Education Press.
    [Google Scholar]
  17. Somers, H.
    2012Computers and Translation: A Practical Guide. Shanghai Foreign Language Education Press.
    [Google Scholar]
  18. Taylor, S. , Peplau, L. , and Sears, D.
    2004Social Psychology (11th ed). Peking University Press.
    [Google Scholar]
  19. Wang, Huashu
    2013 “A Constructive Technology Curriculum for MTI Education from the Perspective of Language Service Industry Technologies”. Chinese Translators Journal6: 23–28.
    [Google Scholar]
  20. Xu, Bin
    2010 “CAT: Teaching and Course Offering”. Shanghai Journal of Translators4: 45–49. doi: 10.1007/s11741‑010‑0109‑3
    https://doi.org/10.1007/s11741-010-0109-3 [Google Scholar]

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error