Cultivation of Translators for Multimodal Translation in the New Media Age

In the 21st century,the development of digital and new media technologies has ushered in an age of pervasive multimodal communication,which has significantly amplified the role of multimodal translation in facilitating crosscultural exchanges.Despite the profound impact of these developments,the prevailing translation pedagogy remains predominantly focused on the enhancement of linguistic translation skills,with noticeable neglect of the imperative to cultivate students’competencies in multimodal translation.Based on the distinctive characteristics and challenges that multimodal translation presents in the context of new media,this study delves into the formulation of educational objectives and curriculum design for the training of multimodal translators.The intent is to propose a framework that can guide the preparation of translators who are adept and equipped to navigate the complexities and demands of the contemporary age.

Quality Control and Translation Competence

The present work shows the results of a pilot methodology, designed after a series of observations and documented from 2006, on the process of acquisition of Translation Competence （TC） of students of translation. This method of analysis, appointed Previous Protocol to Translation or PPT, emerged as an option in search of teaching strategies of translation. This PPT has provided data not only on how novice translators acquire the translation competence, but it has been uncovered some independent variables that directly affect their development. There has been, in the four semesters analyzed in this work, a clear pattern that shows that an appropriate quality control to translate （and to carry out punctual terminology management） determines a better or worse quality of the final product （translations）; therefore, this reflects in a better translation competence in the novice students.

How Trainee Translators＇ On-line Communication Influencing Their Competence Development

Translation competence （TC） is the knowledge and skills that a translator needs to know in order to implement translation activities. The current research is based on the website translation project of Xianning News Online. Contrastive analysis is carried out on the trainee translators＇ TC development. By comparing the TC prior and post the project, conclusion is made on the dynamic development of the trainee translators＇ TC within the same environment and a detailed analysis is given on the factors that influence their TC development. The final part is about possible suggestions for future translator training.

Instruction of the Multi-dimensional Developing Perspective on Translation in Translation Competence Development

The overlook of the cultivation of learners’perspective on translation is one of the essential reasons that we fail to enhance learners’translation competence effectively and efficiently.The perspective on translation mirrors not only the interpretation of the essence,value,and function of translation,but the interpretation of culture and intercultural communication,which offers inspiration and implication on translation in the current context.This study analyzes the significance of the multi-dimensional developing perspective on translation and elaborates on the HBARP model to integrate the perspective on translation throughout the learning and teaching process to inspire learners to interpret translation essence and features,to highlight the intercultural communicative significance in the current context with a historical vision.

Research on the Effective Cultivation of Translation Competence in Higher Vocational Business English Majors Based on the PACTE

"Business English translation"is a specialized key course in higher vocational business English majors.The course objectives mainly enable the students to improve the business English translation competences.The thesis systemizes and concludes the effective cultivation of translation competence in higher vocational business English majors under the guidance of the subcompetences researches in the PACTE.

Towards an Ecological Understanding of Translation Etemality in the Context of Iran

This study attempted to investigate the similarities and differences regarding the conceptions of translation eternality among a small group of Iranian people of different social positions and different ages. Sixty-two participants were selected based on the maximum variation sampling. To gather data, semi-structured interview was utilized. The participants were asked a list of 11 questions collected from the existing literature on the similar topics. Then, the interviews were transcribed for analyzing the data. Besides, Erikson＇s （1959） theory of development was used to classify participants of different ages in four groups of teenager, young, middle age, and old. The high frequency factors were found and analyzed with the use of Bronfenbrenner＇s （1979） nested ecological model. Moreover, the participants were classified in 11 groups based on their social positions and their conceptions were analyzed with the same method. Broadly speaking, 17 central tendencies in the interviews were obtained： People mainly focused on subjects of the books, translation fluency, author＇s competence in writing, and translator＇s competence, translations which have common grounds with social events of Iran, advertisement, existence of movie or cartoon adaptation of the book, translator＇s awareness of the content of the book, existence of cultural similarities between the source and target culture, popularity of the translator, author, and the original book, conversational language in translation, translation fidelity, being both translator and author, and effect of censorship on translation. Besides, old participants seemed to have more precise view on translation eternality and teenager＇s concerns were mostly about the appearance-related issues.

Teaching Translation Studies at the University of Western Australia and Relevant Implications Observed

This paper introduces the second semester teaching of the two-year course （Master of Translation Studies） in the University of Western Australia （UWA）. The author gives a detailed review of four translation units, those being the ones related to just the Chinese and English two way parts that she attended. The author＇s comments and students＇ feedback are included. Three main questions are answered in this article. They are： What are the popular translation teaching methods to achieve the learning outcomes？ What are the implications for how to minimize the use of Chinglish~ （Chinese English） in Chinese-English translation？ And also, what translation teaching methods used at UWA can be adopted in the Chinese College English classroom to better develop non-English-majored college students＇ translation competence？ The paper concludes by summarizing that to minimize the use of Chinglish and improve translation competence, developing the skills of reading, writing, listening, and speaking is indispensable.

Application of Lexical Chunk Approach in Translation Teaching

Lexical chunk approach refers to using chunk theory to guide students to establish chunk awareness,and with the help of various teaching methods,to create various opportunities to help students properly use fixed or semi-fixed expressions in communication.Through empirical investigation,it is found that there are problems in College English translation teaching,such as single teaching mode,concepts to be updated,cultural differences and obstacles,etc.This paper conducts in-depth discussion of its impact on college students'ability to translate from Chinese to English.Chunk teaching is helpful in fluency,accuracy and decency of language output.Finally,the author puts forward suggestions such as enhancing the awareness of language blocks,strengthening the accumulation of language blocks,optimizing the design of language block exercises,and attaching importance to the cultivation of learning strategies,so as to effectively improve the translation level of college students.