ResearchonTranslaionTechnologyandCulivaionofTranslaionTalens_开题报告

（一）Research status abroad

Translation activities have a long history and translation researchers have been deepening their thinking on them. Generally speaking, the development of translation theories has gone through three stages: the traditional empirical stage, the modern linguistic stage and the multi-theoretical stage. However, translation studies in the strict sense have been in the past 50 years. In the past 30 years, the western translation circle has experienced a high tide of translation theory research.

In the early stage of translation development, there was basically no sense of discipline, and the translation theory was mostly some translation experience, fragmentary and unsystematic. Tetler put forward the three principles of translation in the early stage: The translation should be a facsimile of the original idea; The style of the translation and the original should be the same; The translation is as fluent as the original. Subsequently, Friedrich Daniel Ernst Schleiermacher proposed two ways of translation, one is to be faithful to the original author, and the other is to change the original text so that readers can accept it easily. Walter bunge of Germany proposed the translatability and untranslatability in the early 20th century, which depended on the value of the translation itself. Translation is not the translation of the meaning, but the translation of its form, the best way of translation is word-for-word translation. At the same time, influential translation theorists also included William von Humboldt, who believed that language is the reflection of national spirit and the common feature of all human beings. Nothing can be described and expressed by language. Their translation thoughts are reflected in the western translation thoughts, continuity and the relationship between the inheritance and development, but too much emphasis on the study of classical works and emphasize the accuracy of the text, in translation studies are too rigid, although make the translation on the text translation is more accurate than before, but lost the original features. His thoughts are filled with a strong color of speculation, which basically determines the macroscopic principles of translation. 

In the west, foreign language departments in universities have a long history of offering courses on translation and interpretation, but the construction of a relatively complete translation curriculum system was not emphasized until after the second world war, or indeed after the Nuremberg trial. It is relatively late for the college to set up specialized courses for oral translation training. Germany's Humboldt university from 1884 to 1944 and provide translation degree, Uruguay national university school of law since 1855 to set up the office to the translator and the national approval (sworn translator) degree, Denmark and France respectively in 1921 and in 1931 set up a special legal translation courses.

（二）Domestic research status

Weihe Zhong was the first to propose that the cultivation of advanced and applied master's degree in translation is a new direction of the development of translation studies. In 2007, the state council's academic degrees committee announced the establishment of professional degrees and began to recruit students in 2008. According to the statistics of CNKI journal articles, from 2002 to 2015, domestic research on the theme of "master of translation" mainly involved three types: macro development, teaching links and technical tools. Translation master formally set up before and after the teleconference, Wei-he Zhong, Baoyin Huang, Rui li,  Murray and Weiwei Wang and others have discussed macro, MA and MTI in training target, training mode, teaching methods, curriculum, teacher development difference, analyzes the existing problems and corresponding measures are put forward.

In 2007, the academic degree committee of the state council deliberated and adopted the program of Master of Translation and Interpretation, which officially established the Master of Translation and Interpretation in China. Since now, MTI has gone through the process of nearly 10 years, and the number of colleges and universities that set up MTI has increased from 15 initially to 206 today. Translation master's professional degree graduate education to carry out not only in accordance with the ministry of education promulgated the institutions of higher learning philosophy and social science plan of "going out", the key to foster high level, professional translation team, strengthen international interpreter and compound talents reserves, also accord with our country the national medium and long-term education reform and development plan outline (2010-2020) "the emphasis on the structure of higher education still need to be constantly optimized, emphasis on applied in talent training, and skilled talents, focusing on development of graduate student degree education requirements. This not only optimizes the postgraduate education of Chinese translation, but also greatly relieves the need of high-level applied translation talents in China.

In recent years, the criticism of the quality of translated texts has become increasingly acute, while the study of translation theories can't seem to solve many practical problems in translation practice. Up to now, the former master of translation students have already graduated. According to the research, most master of translation graduates are still unable to work directly and need some time of pre-service training. Therefore, many scholars put forward the market-oriented innovative, consistent and professional translation talents training model.

二、^范文提纲

1. Introduction

1.1 background and significance of the subject

1.2 research status at home and abroad

2. The requirements of contemporary society for translation services and professional translators

2.1 requirements for translation services

2.2 requirements for professional translators

3. Advantages of translation technology and necessity of translation technology teaching

3.1 translation tools and translation techniques

3.2 advantages of translation technology

3.3 necessity of translation technology teaching

4. Existing problems in the cultivation of translation talents in China

4.1 lack of professionalism

4.2 lack of uniqueness

4.3 lack of professionalism

5. Suggestions on the training mode of professional translators

5.1 culture objective

5.2 curriculum provision

5.3 improve translation teaching

6. Summary

三、参考文献

[1] Bowker, L. Computer-aided Translation Technology: A Practical Introduction［M］．Ottawa: University of  Ottawa Press, 2016．

[2] Kingscott, G． The impact of technology and the implications for teaching[A]. In C. Dollerup ＆ V. Appel (eds.). Teaching Translation and Interpreting: New Horizons[C]. Amsterdam: John Benjamins, 2017.

[3] Samuelsson-Brown, G. New technology for translators[A]. In R. Owens ((ed.).  The Translator's Handbook (3rdedition)[Z].  London:  Aslib, 2016.

[4] Sch ler, R. The Problem with Machine Translation[A]. In L. Bowker et al.(eds.). Unity in Diversity? Current Trends in Translation Studies[C]. Manchester: St. Jerome Publishing, 2015.

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