臺灣翻譯碩士班翻譯科技課程開設現況調查與建議

Survey and Recommendations on the Translation Technology Courses in the Translation and Interpretation Master’s Program in Taiwan

臺灣翻譯相關系所在面對人工智慧浪潮所做出的因應方式、速度實屬相對落後，然而臺灣翻譯相關系所的教學安排究竟有哪些面向落後仍待闡明，故本研究透過課程綱要調查、觀課與教師訪談，以及問卷調查和學生訪談，探討臺灣翻譯碩士班翻譯科技課程之現況並給與建議。結果課程名稱有效代表每門課程的內容，多數翻譯科技教師共同認為翻譯科技課程應教授電腦輔助翻譯工具，翻譯科技班級均為小班制，教師多用溝通式教學、採用真實教材、無論作業、報告與考試等評量方法均為任務導向、課堂強調討論、合作，高度符合社會建構主義的特性。同時學生對翻譯科技持開放態度，目前的教學方法確實給予學生良好的學習體驗與效果，但缺乏對科技運作原理的解釋和教學。此外，評量方法受制於課程時數，效果不盡如人意，且單一翻譯科技的學習使學生對自身的科技能力存有疑慮。因此，學生強烈支持開設翻譯科技課程，並建議擴充課程內容和教授的科技種類。從學生的回饋中可以看出，教師已達到課程和教學目標，將翻譯科技的知識和技能傳授給學生。然而課程種類單一、教學目標未能深入、班級人數受限、軟硬體設備不足、課程時數不足，以及學習僅止於課內等六大困境明顯，臺灣翻譯研究所急須增加課程多樣性、深化教學目標、設定修課人數上下限、補足軟硬體設備、增加課程時數，並強化課外學習資源，方能提供更全面的翻譯科技教育。

In the face of the global surge in artificial intelligence (AI), translation studies programs in Taiwan appear to lag behind in adapting to this technological wave. Through curriculum analysis, on-site course observation, interviews with teachers, and surveys and interviews with students, this study aims to investigate the current status of translation technology courses in Taiwanese translation master’s programs and provide suggestions for improvement. The results reveal that courses are effectively represented by their titles, mainly focusing on operating translation. Most instructors agree that translation technology courses should impart knowledge of computer-assisted translation tools. Classes of translation technology in Taiwan are typically small, adopting communicative teaching methods and real-world materials. Assessment methods, including assignments, reports, and exams, are task-oriented, emphasizing discussions and collaboration, aligning well with the characteristics of social constructivism. Students maintained an open attitude towards translation technology. Current teaching methods indeed provide students with a good learning experience and results, but they lack explanations and instruction on the operational principles of technology. Additionally, assessment methods are constrained by course hours, resulting in less-than-satisfactory outcomes. Moreover, learning a single translation technology raises doubts about students’own technological proficiency. Therefore, students strongly support the establishment of translation technology courses and suggest expanding the course content and the variety of technologies taught. From students’feedback, it is evident that teachers have achieved the goals of the courses and the instruction of translation technology knowledge and skills to students. This study highlights six major challenges, including a lack of course diversity, insufficient depth in teaching objectives, resources, limitations on class size, a lack of hardware and software, inadequate course hours, and insufficient extracurricular learning. To address these challenges, Taiwanese translation studies programs urgently need to diversify their course offerings, deepen teaching objectives, set upper and lower limits on class sizes, enhance hardware and software resources, increase course hours, and strengthen extracurricular learning resources. Only through these measures can translation studies programs in Taiwan provide a more comprehensive education in translation technology.