An Analysis of EFL Learners’ Needs for Student-Centered Translation Course Design

Abstract

In recent years, translation learning has been a main focus of university language learners, but no studies in students’ needs have been explored for translation course design. Thus, the current research aimed to analyze EFL learners’ needs for student-centered translation course design. The subjects were 90 juniors from the Department of Applied Foreign Languages at a technological university in central Taiwan. The instrument was a 45-item questionnaire on learning goals, course planning, instructional materials, teaching and learning, and evaluation. Descriptive analysis was conducted on the Likert-scale questionnaire items to calculate frequencies, percentages, means, ranks, and standard deviations. The results showed that English-major students believed translation courses are required for both language and working skill training. The findings also implied that translation curriculum should involve more authentic materials, learning activities, and evaluation. The genres and topics selection need to take learners’ interests and small ‘c’ cultural knowledge into account. It is also suggested that classes be smaller to increase interactions between teachers and students. With explicit guidelines, group work in a translation course can lead to success in translation learning. The practical implications of the current study were also discussed.