중국의 통역․번역 전문석사학위과정(MTI) 교육 체계 분석
A Comprehensive Review of Master of Translation and Interpreting (MTI) Program in China
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This study offers a comprehensive review of the Masters of Translation and Interpreting (MTI) programs in China, which show rapid expansion over the recent years, and analyzes and discusses their limitations and implications. The study first presents a general overview of the characteristics, types, and regional distribution of MTI programs in China. It then delves into the role of the GETI Committee, which oversees, manages, supervises, and evaluates China’s MTI programs, and provides in-depth examination of the MTI programs’ curricula, textbooks, and lesson plans. The analysis reveals that despite the original educational goals of MTI programs to cultivate “field-oriented translation and interpretation professionals,” their approach to translation and interpretation education remains primarily an extension of theoretical and foreign language education. Other studies on MTI programs underline the chronic issues of a theory-centered educational approach and the inadequate practical skills among graduates. The findings of this study suggest that these issues largely stem from a state-led, top-down curriculum design and an education model focused on the providers of education such as universities and instructors, rather than students.
Abstract
This study offers a comprehensive review of the Masters of Translation and Interpreting (MTI) programs in China, which show rapid expansion over the recent years, and analyzes and discusses their limitations and implications. The study first presents a general overview of the characteristics, types, and regional distribution of MTI programs in China. It then delves into the role of the GETI Committee, which oversees, manages, supervises, and evaluates China’s MTI programs, and provides in-depth examination of the MTI programs’ curricula, textbooks, and lesson plans. The analysis reveals that despite the original educational goals of MTI programs to cultivate “field-oriented translation and interpretation professionals,” their approach to translation and interpretation education remains primarily an extension of theoretical and foreign language education. Other studies on MTI programs underline the chronic issues of a theory-centered educational approach and the inadequate practical skills among graduates. The findings of this study suggest that these issues largely stem from a state-led, top-down curriculum design and an education model focused on the providers of education such as universities and instructors, rather than students.
참고문헌 (25)
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