如今翻譯科技已經不再是個選擇,而是翻譯教育中不可或缺的部分(Xu, 2010),然而全臺灣翻譯碩士班的翻譯科技課程開課卻是屈指可數,共九所翻譯碩士班全學年至多開出十二門翻譯科技課程,其中除了臺大與輔大之外,各校皆只開設一門相關課程,翻譯科技課程的學分占比至多僅達畢業學分的10%,若干校僅6%。而不多加開設相關課程的原因必然與翻譯碩士班的認知息息相關,故本研究將從教師與系所主管的兩個面向切入,透過半結構訪談的研究方法一探翻譯碩士班認知,研究發現臺灣翻譯碩士班確實認同應多加開設翻譯科技課程,然而受限於翻譯科技的開課與學習必要性共識有待商榷、師資招聘受限與困難,與教育部制度僵固的問題,導致開課困難,故筆者進而提出得以提升大學聘任福利、將翻譯科技融入傳統翻譯課堂、補足軟硬體缺失、提供在職訓練與開課輔助,以補足臺灣翻譯碩士班翻譯科技訓練不足的缺失。
Nowadays, translation technology is no longer an option but an indispensable part of translation education (Xu, 2010). However, the number of translation technology courses offered in Taiwan's translation master's programs is limited, with a total of only twelve courses offered throughout the academic year in nine translation master's programs. Except for the programs in National Taiwan University (NTU) and Fu Jen Catholic University (FJU), each program only offers one related course. The credit hours for translation technology courses account for at most 10% of the total credits required for graduation, and in some cases, only 6%. The reasons for the lack of these courses are undoubtedly related to the perception of the programs. Therefore, this study aims to explore the programs' perception from the perspectives of teachers and department heads through semi-structured interviews. The study found that programs do recognize the importance of offering more translation technology courses. However, challenges such as the debate surrounding the consensus on course offerings and learning necessity, difficulties in recruiting qualified teachers, and rigid educational system regulations hinder course offerings. Thus, the author suggests measures such as improving university teachers benefits, integrating translation technology into traditional translation classes, addressing hardware and software deficiencies, providing on-the-job training, and offering course assistance to address the deficiency in translation technology training in Taiwan's translation master's programs.