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1、The Contrast between Traditional Teaching Model in Translation and Modern CATAbstract: Since advocating teaching reformation, a variety of teaching models in the field of translation emerge and they are criticized and analyzed by academic circles from different aspects. Focused on the translation te
2、aching models in Xian Fanyi University, the paper compares the traditional teaching model and modern CAT (Computer Aided Translation), presenting differences, merits and demerits of the two teaching models by the means of contrasting and analyzing teaching methods, teaching instruments, students res
3、ponses and so on. The research indicates that modern CAT teaching is more prone to practice and is easy to be accepted by students comparing with traditional teaching model. And CAT is an indispensible tool contributing to effective translation teaching. It will promote to establish a diversity of t
4、ranslation teaching model, improve students comprehensive abilities in translation and foster society-oriented talents. Key Words: teaching model; traditional teaching; CAT-based teaching The Contrast between Traditional Teaching Model in Translation and Modern CAT传统翻译教学与现代计算机辅助教学对比研究摘要：从倡导教学改革以来，在翻
5、译学领域，各类翻译教学模式层出不穷，学界也从各个不同方面对其进行批判分析。本研究以西安翻译学院教学模式为研究对象，通过教学方式、教学工具、学生反映等方面来对比传统翻译教学和计算机辅助翻译教学。研究发现，相比较于传统翻译教学的固定模式，新型的计算机辅助翻译教学更趋向于实践，学生更容易接受。计算机辅助翻译将会是翻译工作高效完成不可或缺的助手，在翻译教学中，它也将促进构建多元化翻译教学，提高学生综合翻译技能，培养出适应社会需求的翻译人才。关键字：教学模式; 传统翻译教学; 计算机辅助翻译教学1. IntroductionGlobalization has accelerated the needs
6、for translation talents which contribute to more invention in translation education from educational institutions. From 2006 to 2012, 57 of all colleges and universities in China have established translation as bachelors degree program, except as a course or a major orientation. As a significant bru
7、nch of translatology, translational inculcation is going to be important in the field of language education. Nowadays, the fast development of technology and the frequent international communication bring new requirements and challenges to the quality and quantity of interpreters. It requires that t
8、ranslational teaching be creative and students-centered which is good for grooming interpreters with high quality and skills. In this situation, the reform of translational teaching is following and more and more new translational teaching model are born.Traditional teaching is focused on teachers l
9、eading and correcting is one of the important methods. In translation classes, reference is the last tool to end a chapter. “Teachers who teaching interpretation is usually speaking target languages. The progress is like this: students were given a piece of essay or a section of story which is full
10、of traps. Then students translated by speaking or writing. In the next class, all students should show their works. Finally, teachers will provide the answer.” Hauss said. (Liu) Obviously, traditional teaching models gradually away from the modern one featured by creativity and students-orientation.
11、 More and more educational organizations are going to use the model on the flat of internet and media. Computer Aided Translation (CAT) is a form of language translation in which a human translator uses computer software to support and facilitate the translation process. As a new teaching model, CAT
12、-based teaching develops immaturely that one immaturity turns out to be the disunity in course title. In 1990s, the Translation Department of The Chinese University of Hong Kong (CUHK) established translation courses combined with CAT in undergraduates and postgraduates while the titles are differen
13、t, such as Computer and translation, Computer Usage in Translation, Introduction to Machine Translation and so on. Those similar titles express the contents which is close. Thanks to the huge conveniences from computers and the requirements of translation levels to interpreters, in 2002, the departm
14、ent firstly built two-year master courses in the Asian-Pacific Region in the purpose of enhancing the students understanding in language exchanging and prompting the skills learning related translation practices.However, why the inefficient traditional teaching mode still occupies a large of classro
15、oms? And can CAT-based teaching derived from modern computer technology make it easier for students to master practical skills and abilities? This paper discusses the advantages and disadvantages of the two models by investigating and interviewing in XFU. By researching the teaching methods, teachin
16、g instruments and students responses in the school, the paper presents the current situation of translation teaching. Standing in the shoes of students, the paper is searching for establishing a diversity of translation teaching model, improve students comprehensive abilities in translation and fost
17、er society-oriented talents.2. The Theoretical Information2.1. The Traditional Teaching ModelTranslation is one of the means of modern communication. Interpreters need to not only know the first language (source language) and the second language (target language), but also familiar with two cultures
18、 obtained the super-language skills or transformation capacity of cultural thinking. As an important way to educate translation talents, the ultimate goal of translational teaching is to train students with this super-language ability. In tradition, translation teaching emphasizes more on terminal p
19、roductstranslations, ignoring teaching students super-language abilities. Generally, the process is like this: firstly, teachers explain some theory points, then, arrange some associated exercises helping students understand. Lastly, teachers show out the answer through correcting and explaining stu
20、dents works. That is the typical traditional teaching, knowledge-centered. On the contrary, translation works mostly lies on practical experiences, so this kind teaching is rarely helpful for students to join in translation works, especially interpretation. Presently, translational teaching should a
21、im to develop applied talents. But in traditional model, teachers mistakenly mix translational teaching into extensive reading, intensive reading, grammar, language contrasts or theory explaining. Obviously, the teaching effect is unsatisfying. In fact, there are internal relations in translation te
22、aching process with scientific and logical order. In this period, students can accumulate knowledge, develop translation abilities and cultivate language cognitive capacities. Students, teachers, books and teaching methods are the four elements in teaching, where teachers are leaders, books and teac
23、hing methods are tools. In reality, the teachers blindly teach according to books ignoring scientific methods, it will lead to spoon-feeding teaching model. That definitely departs from the core of translational teaching.Teaching model is a kind of stable frameworks and programs of teaching actives
24、on the direction of specific teaching ideologies and theories. As a framework, it highlights its power macroscopically controls the whole activities and the internal relations and functions among every elements. As a program, it outstands its ordering and operability. In traditional model, teachers
25、dominate the frameworks and programs in teaching activities, in which students are only the participants. Their suggestions are just the reference or reservations in building teaching frameworks and programs. Even more, teachers just want to finish a work as soon as possible without any responsibili
26、ties. For example, some one explains theory points, then let students to practice on themselves with rarely discussions and analysis.From above, there are two problems in traditional teaching models. The first one is hold a part as the whole. The traditional model one-sidedly adopts one model fitted
27、 in one short time or one subject into long-term teaching or all subjects. The second one is theories dominates. The theoretical knowledge is like parents in teaching family, controlling the whole teaching process. Subject to the limitation of history and era, translational teaching advances with di
28、fficulties. Gradually, it explores a way from single to multiform, from teachers leading to students oriented.2.2. The Computer Aided TranslationCAT is new technology after electronic translation materials rapidly developing by the features of easy, efficient and high-qualitative, which is the pursu
29、it in translation fields and translational teaching. Drawing CAT into translational teaching is a worthy of further study. CAT consists of a series of tools from simple to complicate. Generalized tools describe that all software and hardware provide convenience in the process of translation, such as
30、 word-processing software and equipments (including computer), scanners, recording equipments, text format conversion software, electronic dictionaries, online dictionaries and so on. Narrow tools mean that CAT software specifically designed for improving translation efficiency and optimizing transl
31、ation process. Currently, as the narrow tools develop immaturely, people know most is the generalized tools.Unlike the previous machine translation software and tools, CAT finishes a translation assisted with human, not just depend on automatically translating. It turns out that CAT is better for a
32、qualified and efficient translation. CAT automates the manual translation which makes it get rid of time consuming and low efficiency. When people translate a paper, it will emerge a great quantity of repeat and familiar sentences and paragraph. Coming across the simplest sentences, human has to tra
33、nslate again while CAT which based on automatic memory technology and searching functions can store translations by itself. Next time, when users translate a sentence, the CAT system will spontaneously search the previous translations. Failing that present sentences are already translated, the syste
34、m will turn up the translation. For the similar translation, it will provide the references. As the users exercise more and more time, CAT system will accept the new words, grammars and sentences on its own. Computer Aided Match (CAM), one part of CAT system, can convert the materials that users hav
35、e translated into a memory base that can be reused. By this, interpreters need not do repeat works and the speed and accuracy of translation can be greatly prompted.Presently, for the limitation to know CAT, it is superficially equal to machine translation by the public. Machine translation, also kn
36、own as Automated Translation, is a kind of process transmitting one language into another one which is mainly depended on software called machine translation system. In machine translation, users only need to open the source text into the software, and then the system will show the translation autom
37、atically. Differently, CAT avoids automatism that interpreters are asked to join in translation activities. Compared with teachers leading in traditional teaching, introducing CAT technology in translational teaching makes students be the subject in classrooms taking part in translational practices
38、time by time. During the time of CAT-based teaching, it urges the teaching in accordance with students aptitudes and interactively. To promote students abilities in learning and understanding, teaching activities should be changed by the students conditions. To enhance the interactions between stude
39、nts and teachers and among students, when students encounter problems in CAT classroom they can solve problems on the assistant with teachers. CAT-based teaching that is suited for the era advances and social requirements shows great superiority in terms of knowledge structures and practical skills.
40、3. The Current Situation of the Two Teaching Models in XFUXian Fanyi University which is located in Xian, the world famous historic city, was approved to establish by Shaanxi Province Education Committee. In 2005, it was authorized by the National Ministry of Education to carry out private undergrad
41、uate education and meanwhile develop tertiary vocational education consisting of arts, science, and economy and other majors. As of 2013, the university had established 8 subordinate colleges covering a total of 22 undergraduate majors. In 2010, translation teaching team was approved to be built by
42、Foreign Language School ordered by Professor Feng Weinian. With rich experiences in teaching and practice, all members are vigorous and innovative. Recent years, in the process of teaching, this team continuously researches the current situation of national translational teaching. To keep the pace o
43、f society, the team reforms translational teaching all-around for cultivating applied talents. They broke tradition models and made a great process in changing mind in teaching, writing qualified books characterized by application, building excellent courses, carrying out network teaching, improving
44、 teaching methods, training new teachers, perfecting the construction of language labs and establishing training bases inside and outside of school and so on. There ware such majors be built as Advanced English, English-Chinese Translation, Chinese-English Translation, Interpretation, English Societ
45、y and Culture, American Society and Culture, CAT, Translation Workshop and Interpretation Workshop and so on.3.1. The Traditional Teaching Model in XFUFocused on the teaching methods, teaching instruments and students responses in the traditional teaching class in Xian Fanyi University, this paper p
46、resents some situations by the means of interviews and questionnaires.3.1.1. Teaching Methods and InstrumentsTable1: Basic InstrumentsBasic instrumentsProportionBooks90%Blackboard5%Chalks5%Multimedia60%Table2: Translation ExerciseSourcesProportionTranslation exerciseFrom books58.4%From internet18.4%
47、From practical translation5.5%Excepts of stories or magazines17.7%Table3: Translation ContentsTranslation contentsFormsProportionExpress waysOral30%Written70%LengthSentences leading21%Paragraphs leading62%Sentences and paragraphs17%E-C and C-EEnglish- Chinese20%Chinese-English40%Both of them40%Liter
48、ary works and practical textLiterary65%Practical text35%Books have been always the indispensible tools in traditional teaching. Looking at table1, the primary instrument in traditional teaching are books and blackboard and chalks rarely turn up in ordinary classroom. In the research, a new teaching tool, multimedia, appears and in some sense, replace the traditional books, blackboard and chalks. Even so, the multimedia teaching can not go on without the former instruments. It just converts the contents in books to a TV screen and writes what shou