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Abstract

Graduates of translation programs are increasingly encountering the structural changes in the language service industry brought about by machine translations. In response to this phenomenon, translator education programs need incorporate translation technology into the curriculum and shift the goal of translator training towards cultivating interdisciplinary-talents capable in both translation and language technology. We advocate for differentiated incorporation of translation technology. Universities could formulate differential cultivation programs in accordance with the varied background of students, in order to develop MTI graduates who either excel chiefly in translation and secondarily in technology or do well primarily in technology and secondarily in translation. Furthermore, course modules concerning technologies can be selectively added to the syllabus based on the learning objectives and faculty strength.

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