Bachelor of Translation and Interpretation (BTI) programs are developing prosperously due to rapid growth of language service market in China. A well-organized and scientific curriculum is essential to align with market demands and foster translation competence of undergraduate translation major students. There are 309 municipal universities in China that have established BTI and one of their responsibilities is to cultivate translation talents for local and regional language service market. This research takes Hengshui University as a case study to explore whether the curriculum design can effectively meet the due objectives and satisfy the demands of market as well developing translation competence of undergraduate translation major students. Based on the data from 143 participants, including 46 participants who represent the market and 97 translation major students, the result shows that the curriculum design can satisfy students’ learning needs can be satisfied to some extent but there are still significant parts for further improvement Suggestions for course adjustments and enhancement for professional teacher training are discussed.
Bell, R. T. (1991). Translation and translating. Theory and Practice. London & New York: Longman.
Brindley, G. (1989). The second language curriculum. Cambridge: Cambridge University Press.
Chen, B. B. (2010). Theoretical construction of undergraduates’ personal needs analysis model. Foreign Language Research, (2),120-123.
Dooey, P. (2006). Identifying the listening and speaking needs of international students. Experience of Learning. Proceedings of the 15th Annual Teaching Learning Forum, 1-2 February 2006. Perth: The University of Western Australia.
Hutchison, T., & Water, A. (1991). English for specific purposes. Cambridge: Cambridge University Press.
Iwai, T., Kondo, K., Limm, S. J. D., Ray, E. G., Shimizu, H., and Brown, J. D. (1999). Japanese language needs analysis. Available at:
http://www.nflrc.hawaii.edu/Networks/NW13/NW13.pdf
Jia, L. T. (2017). An empirical study of translation competence mode of non-English major students in view of PACTE model. Journal of Changchun Normal University, 36(07):174-177.
Liu, X. C. (2018). An empirical study of translation competence of undergraduate non-English major students: Exemlified by Huaihai Institute of Technology. Journal of Huaihai Institute of Technology(Social Sciences Edition),16(2):133-136.
PACTE. (2003). Building a translation competence model. In F. Alves (Ed.), Triangulating Translation: Perspectives in Process Oriented Research (pp. 43– 66). Amsterdam & Philadelphia: John Benjamins Publishing Company.
Shu, D. F. (2004). Foreign language teaching reform: Problems and countermeasures. Shanghai: Shanghai Foreign Language Education Press.
Tong, Y. H. (2010). A study of PACTE translation competence model. Journal of PLA University of Foreign Languages, 33(05):88-93.
Wang, H. X. (2004). Needs and means analysis in context-based college English curriculum design. Foreign Languages in China, (1), 21-26.
West, R. (1994). Needs analysis in language teaching. Language Teaching, 27(1), 1-19.
Yi, T. L. (2019). Strategies of translation competence cultivation of English major students. [Unpublished Master Dissertation]. Northeast Petroleum University.
Yu, W. H. (2002). Needs analysis and its application in EFL education. Foreign Language and Their Teaching, (8), 20-23.
Zhai, Q. Y., & Ma, W.Y. (2016). Curriculum system construction of MTI Based on PACTE translation competence model. Journal of Qilu Normal University,31(2):44-48.
Zhu, C. W. (2015). Curriculum design of MTI based on translation competence. Foreign Language World. 170(05):61-69.
Xiujun, W., Sook, K. M., & Bakar, F. A. (2024). Need-Based Curriculum Design for Developing Translation Competence of Chinese Undergraduate Translation Majors at Municipal Universities. International Journal of Academic Research in Business and Social Sciences, 14(11), 2821–2833.
Copyright: © 2024 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
