As we are advancing into the new millennium, changes are taking place in translation markets and technology is fast becoming omnipresent. In the face of changes and new technology, translation programs and courses must respond to the changing needs of society.
It is argued in this paper that in the process of planning/restructuring/innovating translation programs to address the changing social needs, needs assessment is crucial. Rather than sitting behind closed doors charting out the possible needs of our students, which often are considerably different from the actual needs of translators (Cheung, Xu, Chan and Yim 1993), we need to carry out serious needs assessment to find out what the real needs are.
It is further argued that needs assessment should be a continual process and take place throughout the instructional program (Burnaby 1989;Savage 1993), thus influencing materials selection, curriculum design and teaching approaches. Major assessment methods for translation programs/courses are then described in brief for reference. The paper concludes that (1) Whatever the format and focus of the needs assessment, the basic purpose is to determine what are the real needs of our students:and (2) When curriculum content, materials, and teaching approaches match social needs, student motivation and success are enhanced.
Calvo-Ferrer, José Ramón & Antonio Jesús Muñoz-Villena
2024. Evaluación de materiales didácticos y competencia traductora: desarrollo y validación del cuestionario EMaCT para la profesionalización docente y discente en traducción e interpretación. Mutatis Mutandis. Revista Latinoamericana de Traducción 17:1
El Boubekri, Abdellah
2023. Issues of translator training in tertiary translation courses: a Moroccan university case study. The Journal of North African Studies 28:4 ► pp. 767 ff.
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2023. A Comparative Study on the Components of the Revised M.A. English Translation Curriculum in Asian Universities. SAGE Open 13:1 ► pp. 215824402211484 ff.
Alkhatnai, Mubarak
2022. Training Needs Analysis of Professional Translators Working in Translation Agencies in Riyadh, Saudi Arabia. SSRN Electronic Journal
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2022. Career adaptability of interpreting students: A case study of its development and interactions with interpreter competences in three Chinese universities. Frontiers in Psychology 13
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Li, Xiangdong
2019. Material development principles in undergraduate translator and interpreter training: balancing between professional realism and classroom realism. The Interpreter and Translator Trainer 13:1 ► pp. 18 ff.
Ameri, Saeed & Shima Ghahari
2018. Developing a motivational framework in translation training programs: a mixed methods study following self-determination and social capital theories. The Interpreter and Translator Trainer 12:2 ► pp. 227 ff.
Hu, Wan
2018. Analysis of Current Curricula in Translation Programmes in the UK. In Education, Translation and Global Market Pressures, ► pp. 81 ff.
TOKTAROVA ZHANSAYA
2018. A Fundamental Study on the Needs Analysis of the Students in the Korean-Kazakh/Russian Translation and Interpretation Department and Directions for Materials Development for “Introduction to Translation”. Studies in Foreign Language Education 32:4 ► pp. 295 ff.
Horbačauskienė, Jolita
2017. Translation studies: Translator training vs employers’ expectations. Journal of Language and Cultural Education 5:1 ► pp. 145 ff.
Heidari, Elham & Bahram Mowlaie
2016. Iranian Instructors’ Practices and Criteria for Teaching English Translation. Theory and Practice in Language Studies 6:3 ► pp. 622 ff.
2006. Translators as Well as Thinkers: Teaching of Journalistic Translation in Hong Kong1. Meta 51:3 ► pp. 611 ff.
This list is based on CrossRef data as of 31 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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