Survey and Questionnaire for Better Teaching
For the purpose to gauge students’progress and feedback on the translation units，in 2009 when the translation major was granted approval by the university authority，we conducted a student survey.The survey results provide us with invaluable data and information for both teaching and research(see fig.14.3).I will analyze the survey results with respect to teaching objectives，curriculum development，teaching evaluation and syllabus.
Fig.14.3 Students Backgrounds
This survey results show that a predominant percentage of students studying translation courses are overseas students，among whom Chinese mainland students take up 66.7 percent.The factors contributing to this phenomenon can be ascribed to the need for bilingual competence as well as language maintenance and enhancement.Along with the migration trend，translation accreditation has become a shortcut in obtaining permanent residence.Many students aim to sit the national translation and interpreting accreditation tests after studying university translation courses.This is a warning sign to university curriculum designers and teachers because translation courses should not merely serve the purpose of accreditation or exams.In fact，translation shall be deemed a perfect practice to establish a “third place”for building language and cultural competence，and to obtain analytical skills from a bilingual or multilingual perspective in a rapidly changing age.A desirable result of such focuses will better equip students with cross-cultural communication skills in a global context.
Translation has been known by many as a widely applicable and practical skill.Thus teachers of translation are often asked by students questions like“Can I take accreditation test after I study this(translation)unit?”or“Can I work as a translator after studying the translation subjects?”Questions like these show a widespread misconception，i.e.，translation is evaluated by many on the outcomes but not the process.In the following three aspects，I will give my analysis of how we have managed to avoid falling into such“pit”and give new connotations to translation teaching: