论文题目：广东外语外贸大学MTI英语口译学生就业调研报告
摘要：随着全球化不断深入,各国交往日趋频繁,语言服务行业迎来了前所未有的繁荣,同时也对优秀的翻译人才产生了巨大的需求。为满足这一需求,2007年,国务院学位委员会批准设立“翻译硕士”（MTI）专业学位,目前,已有253所大学开设MTI专业硕士学位,每年为市场提供着大量的翻译人才。然而,纵观翻译市场,高质量的口译员依然并不多见,众多MTI口译学生毕业后转而从事其他行业。许多MTI口译学员在入学前都对口译职业怀着美好的憧憬,毕业后却无法顺利从事口译相关职业,只能退而求其次从事其他职业,导致所学的知识与技能架空,就业预期与实际就业情况相差甚远。鉴于当前较为严峻的就业形势,MTI口译专业毕业生真实的就业情况值得我们关注。广东外语外贸大学是全国首批开设翻译硕士专业学位的高校之一,同时也是全国第一所建立了本科、本科双学位、硕士、专业硕士和博士完整翻译专业人才培养体系的单位。本文以广东外语外贸大学为例,对其MTI英语口译专业在校生和毕业生展开调查,以问卷为调查手段,调查涉及MTI口译在校生和毕业生的就业预期/情况,职业选择动机,以及口译专业学生面临潜在就业困难和克服这些困难所需要采取对策等内容。本次调查旨在了解广东外语外贸大学英语口译专业在校研究生的就业预期和口译毕业生的实际就业情况,并通过对比,探究就业预期与实际就业情况之间是否存在差异,如果存在差异,则进一步分析差异形成的原因,最后从学生层面,学校层面和行业层面提出建议,以期帮助改善口译毕业生的就业状况,并对MTI人才培养模式提供一定的启示。
关键词：翻译硕士;英语口译;就业情况
学科专业：翻译硕士（专业学位）
ACKNOWLEDGEMENTS
ABSTRACT
摘要
1.INTRODUCTION
1.1 Survey Background
1.2 Survey Rationale
1.3 Significance of the Survey
1.4 Objectives of the Survey
1.5 Major Questions to be Answered through the Survey
2.SURVEY METHODS
2.1 The Design of the Survey
2.1.1 Subjects
2.1.2 Conditions
2.1.3 Questionnaire Design
2.2 Emergency Precautions
3.SURVEY PROCESS
3.1 Procedures of the Survey
3.2 Time Schedule of the Survey
3.3 Pilot Survey
4.DATA COLLECTION AND ANALYSIS
4.1 Data collection
4.1.1 Process of Data Collection
4.1.2 Source of Valid Samples
4.2 Data Analysis
4.2.1 Motivation for Applying for the Major of English Interpreting
4.2.2 Interpreting proficiency of the respondents
4.2.3 Employment Expectation of MTI Students of English Interpreting
4.2.4 Employment status of the MTI Graduates of English Interpreting
4.2.5 Difficulties Faced by Interpreting Graduates and Corresponding Solutions
5.CONCLUSION
5.1 Major Findings
5.1.1 Employment Expectation of MTI Students of English Interpreting
5.1.2 Employment Status of MTI Graduates of English Interpreting
5.1.3 The Gap Between the Employment Expectation and Actual Employment Status
5.1.4 The Causes for the Gap Between the Employment Expectation and Actual Employment Status
5.2 Suggestions to Improve the Employment Situation for MTI Students of English Interpreting
5.2.1 Suggestions for Interpreting Students
5.2.2 Suggestions for Universities
5.2.3 Suggestions for the Interpreting Industry and Public Authority
5.3 Implication
5.4 Limitations
REFERENCES
APPENDCES
Appendix A
Appendix B
Appendix C
Appendix D