Professional Documents
Culture Documents
Needs Assessment in Translation Teaching: Making Translator Training More Responsive To Social Needs
Needs Assessment in Translation Teaching: Making Translator Training More Responsive To Social Needs
Defeng Li
Introduction
* This study was supported by Direct Grant of Research (No. 2010186) of the Chinese
University of Hong Kong.
290 Defeng Li
Needs assessment has been defined in many ways. York (1982) stated simply
that needs assessment is a “measure of how much of what is needed.” For
McKillip (1987), needs assessment is a process of “ordering and prioritization”
of social/learner needs. Reviere et al. (1996) defines needs assessment as a
systematic and ongoing process of providing usable and useful information
about the needs of the target population — to those who can and will utilize it
to make judgements about policy and programs. Needs assessment, according
to Reviere et al., is population-specific, but systematically focused, empirically
based, and outcome-oriented. Needs assessment, then, is a form of applied
research that extends beyond data collection and analysis to cover the utiliza-
tion of the findings (p. 6).
So what is a needs assessment for translation teaching? First, it is a tool
that examines, from the perspective of the translation learner, what kinds of
translational competence the learner believes she already has, the translation
(c) John
contexts in which the translator livesBenjamins
and works; what the translation learner
wants and needs to know Delivered bythose
to function in Ingenta
contexts; and what the transla-
tion learner on:
expects Sat, 13 May 2006 12:24:26
to gain from the instructional program or a particular
course. Second,
to: Chinese University of Hongprocess
needs assessment is a decision-making Kong of ordering
and prioritization of translation learners’ needs when they are clearly defined,
thus influencing program IP:innovation,
137.189.171.235
curriculum design, materials selection,
and teaching approaches. Therefore, needs assessment for translation teach-
ing should be a continual process and take place throughout the instructional
program (Burnaby, 1989; Savage, 1993).
programs in operation today were most probably not developed on the needs
of the learners; rather, they were the products of academics’ in-house theoriz-
ing and philosophizing based on their own individual experiences with lan-
guages and translation and also what they believe about teaching of translation.
That is, how translation programs and curricula should be structured has so far
been based mostly on translation teachers’ assumptions about translation and
translation teaching. But, unfortunately, such assumptions quite often do not
adequately reflect the reality of the world of professional translators. One
obvious reason is that many of us teachers have not been professional
translators ourselves although some may have been occasional free-lance
translators (but mostly, of literary texts). Even though some of us might be
professional translators before joining the teaching/training profession, our
knowledge and understanding of the translation world are out-dated after these
years of rapid changes that have taken place in the world. This divorce of
translation academics from the real world of professional translators have
actually been recognized by translation scholars too.
(c) John
As Gile (1995) observes, Benjamins
although many teachers of interpretation are
themselves practisingDelivered
interpreters, andby Ingenta
most of them understandably prefer
on: Sat, 13 May 2006 12:24:26
(need) to devote their time to their professional occupation rather than research,
“The situation is different regards written translation, with a number of full-
to: Chinese University of Hong Kong
time academics not engaged in the practice of professional translation doing
translation research. In IP:fact,137.189.171.235
many well-known personalities in the field of
translation studies have this particular background” (p. 4).
Consequently, the needs of our students charted out behind closed doors
by translation teachers are often considerably different from the actual needs
of translators (Cheung et al., 1993). For instance, Li (1999) finds in his study
of professional translators in Hong Kong that the training programs in opera-
tion today, at least in Hong Kong, were originally designed to train literary
translators and still have an obvious literary translation slant even after changes
made over the years, whereas almost all of the graduates get jobs of translating
non-literary texts. Also, in addition to complete translation, translators in Hong
Kong today are receiving more assignments of vetting, abstract translation,
summary translation and abridged translation. Yet in all the translation pro-
grams, students are taught how to do complete translation but little on how to
do selective translation. As a result, many subjects in Li’s study felt that they
were underprepared for their jobs.
Secondly, the changing world of translation and interpretation also war-
292 Defeng Li
rants needs assessment in translation teaching. For instance, with the introduc-
tion of information technology into translation, machine translation, web-
translation and teletranslation (O’Hagan 1996) have appeared in translation
contexts. Translators constantly have to face new challenges ranging from
translation of new terms and contents of different disciplines to new ways of
translation such as teletranslation. With challenges in translators’ jobs come
the changes in the needs for training. Needs assessment is then the tool to
constantly examine learners’ needs in order to keep the training programs
informed.
Social and political changes can also effect changes in the needs in the
translation market. Hong Kong is a case in point. As the result of the turnover
of Hong Kong to Chinese sovereignty, Hong Kong is enjoying a much closer
relationship with the Mainland today. This at least has changed the translation
tasks in two ways: contents and translation directions. Since the handover in
July 1997, Chinese has been in much wider use in Hong Kong. According to
the survey done by Li (1999), there are now more documents written in
Chinese both in government(c) John Benjamins
and commercial sectors. As a result, although
Delivered
they received more training by from
in translation Ingenta
English into Chinese, today
translators inon:HongSat, 13 May 2006 12:24:26
Kong need to translate more from Chinese into English,
contrary to what they had to do before when Hong Kong was under the
to: Chinese University of Hong Kong
British governance. They need to write better English than most of them had
IP: 137.189.171.235
thought before, thus making it necessary for them to change English from a
passive language into an active language.
Also, since the handover, actually since the signing, in 1984, of the Sino-
British Joint Declaration on the future of Hong Kong, Hong Kong has been
receiving more influence from the Mainland. There have been more businesses
connected with the Mainland today than ever before (Lie, 1995). Translators
today in Hong Kong have to translate more China-related documents. They
generally found such translation assignments challenging because “we really
don’t know much about the Mainland, especially its political-social systems…
we are not familiar with the terms that are used in the Mainland and therefore
it is difficult to put them into proper English” (Li 1999: 11).
All this has made translation today different from only a few years ago.
Prompt reflection of the changes of translation markets and hence translators’
needs in translation programs is invaluable to the teaching of translation, both
in designing programs and materials, and optimizing training approaches and
methods. Needs assessment is then a tool that can be used for this purpose.
Needs Assessment in Translation Teaching 293
Interview Methods
The information gathered can and should be tallied and processed with
the group of learners so that both teacher and learners become aware of the
expectations of others in the class. When there are differences in expressed
needs and goals, the negotiation and compromise must occur. If learners are
to understand the purpose and value of needs assessment, the information
gathered must be applied in obvious ways during the course. Decisions about
course content and direction should reflect the results of needs assessment.
Teachers who ask learners to express their needs and goals must also be
willing to adapt their teaching so that learners feel that their needs are being
addressed.
Conclusion
Reviere, R., Berkowitz, S., Carter, C. C. & Furguson, C. G. 1996. Needs assessment: A
creative and practical guide for social scientists. Washington: Taylor & Francis.
233 pp.
Savage, L. 1993. Literacy through a competency-based educational approach. In J. A.
Crandall & J. K. Peyton (Eds.), Approaches to adult ESL literacy instruction. Wash-
ington, DC and McHenry, IL: Center for Applied Linguistics and Delta Systems.
48 pp.
York, R. O. 1982. Human service planning: Concepts, tools, and methods. Chapel Hill,
NC: University of North Carolina Press. 229 pp.
LI, Defeng, B.A., M. Phil., Ph.D., Assistant Professor in the Department of Translation,
Chinese University of Hong Kong, has taught English and translation in Hong Kong,
Mainland China and Canada. His academic interests include translation studies, transla-
tion teaching research and second language education. His present study in translation
focuses on translation pedagogy and curriculum and materials development in translation.
Among others, Translation Theory and Practice and An English Speaking Course for
College Students are two major publications he has put out in the last few years. He has
(c) John Benjamins
also written for leading international journals such as TESOL Quarterly and Teaching and
Teacher Education. Delivered by Ingenta
on: Sat,
Address: Department of 13 May
Translation, Chinese2006
University12:24:26
of Hong Kong. Shatin, N.T.,
Hong Kong.
to: Chinese University of Hong Kong
Abstract IP: 137.189.171.235
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 transla-
tion 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 meth-
ods 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.
Needs Assessment in Translation Teaching 299
Résumé
Comme nous nous approchons du nouveau millénaire, des changements ont lieu sur le
marché de la traduction et la technologie devient rapidement omniprésente. Face à ces
modifications et à cette nouvelle technologie, les programmes et cours de traduction
doivent répondre aux besoins changeants de la société.
Dans cet article, l’argument est que lors du processus de planification/restructuration/
innovation des programmes de traduction celui-ci doit répondre aux changements sociaux
et qu’une évaluation des besoins est cruciale. Au lieu de se voiler la face en planifiant les
besoins éventuels de nos étudiants, qui souvent sont considérablement différents des
besoins réels des traducteurs (Cheung, Xu, Chan et Yim 1993), nous devons réaliser une
évaluation sérieuse de leurs besoins afin de trouver quelles sont les ‘véritables’ attentes.
On avance aussi que l’évaluation des besoins devrait être un processus continu et avoir
lieu pendant tout le programme d’enseignement (Burnaby 1989; Savage 1993), en in-
fluençant ainsi la sélection du matériel, la conception du curriculum et les approches de
l’enseignement. Les méthodes d’évaluation les plus utilisées pour les programmes/cours
de traduction sont donc décrites brièvement à titre de référence.
L’article conclut que (1) quels que soient le format et l’objectif de l’évaluation des
besoins, le but de base est de déterminer quels sont les véritables besoins de nos étudiants;
(c) John Benjamins
et (2) lorsque le contenu du curriculum, le matériel, et les approches d’enseignement
Delivered by Ingenta
rencontrent les besoins sociaux, la motivation des étudiants et leur chance de réussite sont
accrues.
on: Sat, 13 May 2006 12:24:26
to: Chinese University of Hong Kong
IP: 137.189.171.235