Enhancing Discipline-Specific Translation Competence: A Comparative Analysis on the Master of Translation and Interpreting Curriculum among Chinese Universities

Abstract

Translation is essential for effective communication among nations with diverse languages. In the context of globalization, it acts as a powerful tool for spreading information, promoting exchanges, and driving progress in global politics, economy, culture, science, technology, and education. In order to cultivate high-level, application-oriented, and professional translation talents to meet the needs of translation in different areas of expertise, Chinese universities have successively established Master of Translation and Interpreting (MTI) programs since 2007. As the core of MTI programs, the MTI curriculum plays a vital role in achieving this goal. This study conducts a comparative analysis of the MTI curriculum among five different types of Chinese universities, examining their instructional objectives, course credits and structure, and course content. Through qualitative comparative analysis, the study identifies the strengths and challenges of MTI curriculum and offers recommendations for improvement. The findings indicate significant differences in curriculum structure among these five Chinese universities. A common shortfall is the insufficient inclusion of specialized translation courses within compulsory offerings, limiting the development of students’ translation competence in specific disciplines. To address this gap and better fulfill the objective of cultivating versatile translation talents, augmenting specialized translation courses within compulsory courses is necessary. The findings have significant implications for MTI students, teachers, researchers, and curriculum reformers. It provides valuable insights for enhancing translation education and meeting the evolving demands of the translation industry.