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摘要本研究从MTI学生和翻译教学两方面入手，首先通过文献研究，对比总结出MTI学生与职业译者在翻译过程，包括在策略使用、翻译模式、翻译单元、翻译风格、自我定位乃至母语使用、字典使用等各层面上的异同，分析出MTI学生与职业译者之间的差距，再通过问卷调查、深入采访定性归纳分析，检验文献所得发现之余，反思MTI教学中的不足，提出诸如教学模式、课程设置、教学方法等方面的改进，从而提高MTI学生的翻译实践能力，加快其向职业译者的转变，增强MTI学生的就业能力。68224
研究发现，虽然MTI学生和职业译者基本都使用了七大策略，但MTI学生常无意识地受限于局部语言单元，而职业译者对策略的运用更全面更高效。关于母语使用，母语在两者的翻译过程中均起到了认知媒介的作用，但MTI学生易受干扰，有时会因为中英差异而产生模糊化概念，翻译不准确。在字典使用上，职业译者使用频率相对较低，其使用目的是为了证实自己对语义的猜测，其更善于运用语境选择词义。总体来说，职业译者相对MTI学生更自信，自我定位更高。
研究还发现，翻译过程中两者最大的问题是正确的表达方式和语言能力不足，最有用的课程是工作坊，要增加翻译实习机会来缩小MTI教学和社会现实的差距。此外，除了根据社会需要培养翻译人才，理工类高校还可根据自身学校优势开设相关专业课程，提高学生竞争力。
毕业论文关键词 MTI学生 职业译者 翻译过程 翻译教学
毕 业 论 文 外 文 摘 要
Title Research on MTI Teaching From Expert-Novice Comparative Empirical Studies
Abstract The research summarizes the similarities and differences between MTI students and expert translators by means of literature study, from a systematic perspective involving strategy use, translation orientation, mode, self identity, use of mother tongue, dictionary use, and so on. Besides, questionnaires and in-depth interviews by qualitative method are adopted to collect suggestions from both expert translators, MTI students and teachers, so as to put forward improvement on issues such as training pattern, teaching methods, curriculum provision, thereby reflecting the disadvantages of translation teaching, with the ultimate purpose of accelerating the transformation from student translators to translation experts.
The study finds that although both MTI students and expert translators display all the seven types of strategies, students are usually restricted in some linguistic units without realizing it while experts perform the strategies more globally and efficiently. Besides, mother tongue plays a dominant role as the medium of cognitive activities for both of them, but students are more easily interfered for they incline to generate ambiguous words if the two languages couldn’t find corresponding linguistic expressions. Moreover, both students and experts turn to dictionary for solution after they find no answer in the memory retrieval. Nevertheless, the frequency of experts is much lower. They usually verify a formulated hypothesis in their minds and are skillful at picking the suitable meaning in the dictionary. Additionally, students occasionally doubt about their translation whereas experts are confident in their decision making and feel free to comment on the source text.
The study also finds that the biggest problem in the translation process is correct expression ways, or language incompetence. The most useful course is workshop. Translation internship should be strengthened to narrow the gap between MTI teaching and social reality. Furthermore, in a university known for science and technology, MTI teaching could combine the advantage of the university with curriculum provision besides of considering social demands.