A Study on the Effect of POA on Translating Self-Efficacy and Translation Performance for BTI Students in China

다국어 초록 (Multilingual Abstract)

This is an empirical study based on the instructional design and implementation of the Production-Oriented Approach (POA) in translation instruction for undergraduate students majoring in the Bachelor of Translation and Interpreting (BTI). The research aims to investigate the impact of POA on BTI students' translating self-efficacy (TSE) and translation performance, as well as the influence of TSE on translation performance. Additionally, the study seeks to examine the acceptability of POA translation instruction among BTI students. This study implemented a 12-week POA instructional experiment with 56 third-year BTI students from a Chinese college. Before the instructional implementation, the study conducted a three-step POA instructional design: initial design, validation, and adjusted design. To review and validate the POA instructional design, the study organized a focus group interview (FGI) with four experts experienced in language education. The instructional design focused on cultivating TSE and improving practical translation competence with texts of different themes and types. During the instructional implementation, BTI students' translation competence was trained according to the model developed by the Process in the Acquisition of Translation Competence and Evaluation (PACTE) research group. The teaching materials were from the Level 3 test papers of the China Accreditation Test for Translators and Interpreters (CATTI). Before and after the instructional experiment, BTI students' translating self-efficacy (TSE) and translation performance were pretested and posttested, respectively. TSE was measured with a questionnaire, and translation performance was evaluated by rating scores. Furthermore, the study explored the acceptability of POA through a satisfaction questionnaire and post-instruction interviews. Results from the paired samples t-test and linear regression indicated that the POA instruction effectively promoted both BTI students' TSE and translation competence. TSE significantly predicted translation performance in both pretest and posttest. Findings from a further linear regression analysis showed that both TSE and translation performance positively affected students' satisfaction with the POA instruction. Results from qualitative interviews supported the effectiveness of POA for BTI translation training. This study presented theoretical and empirical implications for the extended application of POA and the incorporation of TSE cultivation into translation training. It is significant as it aims to improve the quality of BTI translation education in China and to help students acquire translation skills that meet societal demands. Keywords: POA, PACTE Model, CATTI, translating self-efficacy, translation performance

목차 (Table of Contents)

• Ⅰ. Introduction 1
• 1. Research Necessity 1
• 2. Research Purpose 6
• 3. Research Questions 7
• Ⅱ. Theoretical Background 8
• 1. Translation Competence 8
• 1) Concepts 8
• 2) Models 9
• 3) Social Demands 21
• 2. Translation Competence of BTI Students in China 22
• 1) Learner 22
• 2) Instruction 23
• 3. PACTE Model 25
• 1) Concepts 25
• 2) Components 26
• 3) Translation Competence 29
• 4. Self-Efficacy in Translating Education 30
• 1) Concepts 30
• 2) Components and Measurement 31
• 3) Cultivation 34
• 5. Production-Oriented Approach (POA) 35
• 1) Concepts 37
• 2) Teaching Principles 38
• 3) Teaching Hypotheses 41
• 4) Teaching Procedures 43
• 5) The Impact on Translation Education 49
• Ⅲ. Methods 53
• 1. Research Subjects and Data Collection 53
• 2. Research Procedures 56
• 3. Research Tools 57
• 1) Focus Group Interview 57
• 2) Translating Self-Efficacy 59
• 3) Translation Performance 60
• 4) Satisfaction with POA 61
• 5) Post-Instruction Interviews 63
• 4. Data Analysis 64
• Ⅳ. Results 66
• 1. POA Instruction 66
• 1) Initial Instruction Design 68
• 2) Focus Group Interview Validation 74
• 3) Adjusted Instruction Design 76
• 4) POA Implementation 82
• 5) A Case 91
• 2. Verification of POA 101
• 1) Quantitative Verification 101
• 2) Qualitative Verification 107
• Ⅴ. Discussion and Conclusion 115
• 1. Discussion 115
• 2. Conclusion 119
• 3. Limitations and Suggestions 120
• References 124
• Appendixes 140
• 국문초록 164