MTI项目化翻译教学与翻译能力培养:理论与实践

Developing translation competence through the Project-based Teaching in the MTI program: Theory and application

本文结合北京师范大学MTI项目化翻译教学实践,提出MTI学生翻译能力构成模型,构建以多身份、多阶段为特征的翻译能力培养体系,将翻译项目参与者身份设定为项目管理、翻译人员或技术人员,每种身份在项目不同阶段承担的任务子项对应不同翻译能力子项。真实翻译项目培养和提升学生翻译认知能力、双语语言能力、专业知识能力、翻译职业能力和工具使用能力,验证了可操作、可比对、可量化的能力指标体系。文章最后讨论了项目化翻译教学的优势与不足,以期对MTI人才培养起到积极推动作用。

This paper introduces the Project-based Teaching in the MTI program of Beijing Normal University, puts forward a translation competence model for MTI students, formulates a competence improving system featured with multi-identities and multi-stages, and explains the relationship between each sub-item of competences and each task of various identities at different stages of the translation project. Real translation projects are conducted to improve students’ cognitive translation competence, bilingual competence, specialized knowledge competence, professional translator competence and instrumental competence, and validate an operative, comparative and quantitative series of competence indexes. The paper further discusses the advantages and disadvantages of the Project-based Teaching, intended to promote the translator training at the MTI level.