Abstract
Chapter 1 Introduction
1.1 Defining two terms
1.1.1 Translation competence（TC）
1.1.2 Market-oriented translation competence
1.2 Research significance
1.2.1 In discipline building
1.2.2 In meeting translation market needs
1.2.3 In developing translation pedagogy
1.3 Purpose and questions: a-framework
1.4 The feasibility of the research: a rationale
1.5 A brief description of methodology
1.6 The general organization of the thesis
Chapter 2 A review of previous research
2.1 Research on translation competence
2.1.1 An evolution of definition
2.1.2 Models of translation competence
2.2 Research on professional translation competence
2.3 Research on developing translation competence
2.4 Empirical researchl
2.4.1 Main concerns
2.4.2 PACTE
2.4.3 Mariana Orozco （2000）
2.5 Summary
Chapter 3 Constructivism and translation education
3.1 Constructivism and its philosophical implications
3.1.1 Origin and development
3.1.2 Basic concepts
3.1.3 Social constructivism
3.2 Objectivism versus constructivism in education
3.2.1 Objectivism and its philosophical implications
3.2.2 Constructivist learning theories
3.2.3 Objectivist versus constructivist pedagogy
3.3 Constructivist project-based approach in translation
education
3.3.1 The project based approach（PBA）
3.3.2 The project-based approach and constructivism
3.3.3 Building a constructivist PBA model
Chapter 4 Evolving a pedagogy model for developing translation
competence
4.1 The notion of market-oriented translation competence
4.1.1 A review of existing studies
4.1.2 Components of market-oriented translation competence
4.2 A pedagogy for improving market-oriented translation
competence
4.2.1 Using real-life or real-life-like situations
4.2.2 Market-oriented and project-based
4.3 Building a workable translation pedagogy model
4.3.1 The traditional translation classroom
……
Chapter 5 An empirical study on developing translation
competence
Chapter 6 Results and discussions
Chapter 7 Conclusion
內容試閱：
Interpersonal Communication Skills and Translation Resources
Management， followed by Physical and Psychological Conditions，
Training， Working Attitudes and Behaviors， and finally Quality
Management Skills， In addition， although the students have not made
remarkable overall improvement of the sub-competence of Working
Attitudes and Behaviors， their working attitudes do show
considerable improvement; for example， they are more modest and
cooperative in their work. Howe， er， their working behaviors are
stil. L undesirable in that they are not sensitive to their own
rights， especially their deserved payment， since they regard the
project as training and not a business activity. In Quality
Management Skills， the students have failed to make remarkable
progress for two reasons： （a） they are generally competent and can
produce a good quality TT without much reliance on those skills，
and （b） they are constrained by the objective conditions such as
failure to receive feedback information from the client.
（3） There is a statistically significant difference in TQ
measurement collected at the first stage and those collected at the
second stage. In addition， the mean value for each item of TQ at
the second stage is larger than that at the first stage， which
signifies an improvement in the students translation quality. The
students have made remarkable progress in the quality of their
translated text， which testifies to the positive effect of an
authentic translation experiences in cultivating engineering
students TC.
（4） There is a positive correlation between TC and the quality
of the translated text， though with some TC components including B3
（Visits to the Factory and Workers）， C5 （Keeping the Latest
Information of the Translation Project） ， D3 （Attitude towards the
Payment） and G2 （Awareness of Further Training in Translation
Theories）， the correlations are low and not statistically
significant， possibly due to the limited size of the subject group.
Ethics （Component C）， Interpersonal Communication Skills （Component
F） and Translation Resources Management （Component B） are the top
three with a significant positive correlation with the quality in
the translated texts.
7.2 Be Vond the research questions： pedagogical implications of
the study
Findings of the present study have the following implications for
translation teaching， especially applicable for EFL students，
though directly related to ESL students as well.
（1） Though market-oriented TC is an important component of
overall translation competence， its development is largely
overlooked in the traditional translation classroom. To meet the
needs of a growing translation market， it is imperative to
incorporate this training into translation teaching， which，
traditionally has been characterized ''oy a primary concern for the
transfer of linguistic items and the study of related translation
principles and methods. An awareness and recognition of this should
be the starting point of any change or reform in curriculum， course
plan， materials.
……
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