Abstract
Translation competence has been a heated topic in recent years. Yet, business English majors (BEMs), as non-translation bilingual majors, also need training in translation competence. The paper intends to construct translation competence for BEMs through four modules: schema based on business knowledge; information types; cognitive thinking and post-editing based on machine translation. By integrating these four modules, the translation competence can be improved in a relatively short teaching time for BEMs.
Highlights
Since the 1990s, translation competence has become one of the heated topics in the field of translation studies
Most of the research on translation competence focused on professional translators or translation majors, while there is little research on the translation competence of non-translation majors such as business English majors (BEMs)
It proves that BEMs need to develop certain translation competence, which is in line with the long-term goal of cultivating "compound" graduates advocated by Chinese colleges and universities
Summary
Since the 1990s, translation competence has become one of the heated topics in the field of translation studies. Most of the research on translation competence focused on professional translators or translation majors, while there is little research on the translation competence of non-translation majors such as business English majors (BEMs). Two questions are raised thereafter: do business English majors need to have translation competence? If the answer is affirmative, how to develop relevant translation competence? Two questions are raised thereafter: do business English majors need to have translation competence? If the answer is affirmative, how to develop relevant translation competence?
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