基于“翻译实验室”模式的学生译者ICT能力培养研究

An Empirical Study on Cultivating Student Translators' ICT Competence Based on the “Translation Lab”Model

本文首先界定了学生译者ICT能力的内涵,主要包含信息能力、技术能力、交流能力、策略能力及道德法律意识,在此基础上建构了旨在培养学生译者ICT能力的"翻译实验室"教学模式,然后运用该教学模式指导翻译教学实验,并辅以问卷、翻译日志、观察和访谈四种方法分析实验结果,最后结合过程与文本评估方式考量学生获取的ICT能力。实验结果显示,基于"翻译实验室"模式的教学能有效提高学生译者的ICT能力,同时其五大构成要素均获得不同程度的提高:信息能力居首,技术能力次之,交流能力和道德法律意识并列第三,策略能力居第四。此外,译者译文质量也得到明显提高。

The components of ICT competence are firstly delimitated, followed by the building of a ＂translation lab model＂ aimed to develop student translators＇ ICT competence. On the basis of this model, the research then conducts a translation teaching experiment by adopting questionnaires, translation diaries, observation and interviews. Finally, the student translators＇ acquisition of ICT competence is assessed by a process-based method as well as text analysis. The evidence suggests the effectiveness of the ＂translation lab model＂ in improving the students＇ ICT competence in that the enhancement of its five components is in a hierarchical ranking of significance.