Modern Social Science Research
Modern Social Science Research. 2026; 6: (9) ; 10.12208/j.ssr.20260313 .
总浏览量: 15
西南林业大学外国语学院（国际学院） 云南昆明
*通讯作者： 苏秋军,单位：西南林业大学外国语学院（国际学院） 云南昆明; ；
随着我国对外合作不断深化，援外培训成为促进国际交流、知识共享与人才培养的重要渠道。翻译硕士（MTI）研究生是校政合作育人模式中，为援外培训提供语言服务的重要人才保障。现有研究中，以参与援外培训的MTI学生其语言服务能力信念与实践的研究较为鲜见。本研究以云南省某林业高校三名参与农林类援外培训项目的MTI学生为对象，通过自我民族志、问卷、访谈、日志及文本资料整理等多种方法收集数据，以主题分析与内容分析进行数据分析处理。研究发现，MTI学生在援外培训情境下的语言服务能力信念及实践行为变化显著，表现为语言服务能力信念由任务导向发展为责任使命导向，语言服务实践由单维语言翻译服务向多维跨文化沟通与项目管理能力发展。外部情境因素与个体反思实践共同影响MTI学生语言服务能力信念与实践的变化与发展。本研究基于援外培训实践真实场域，对校政合作背景下MTI学生的语言服务能力信念塑造与实践能力培养提供了实证样本，对MTI校政合作模式的教育探索具有现实意义。
China’s expanding international cooperation has created demand for language services in foreign aid training programs, where translation is often closely connected with communication, coordination, and other project-related activities. MTI students involved in these programs often take on language-related work that goes beyond conventional translation. However, how such experiences shape their understanding of language service capability has received limited attention. This study examines the beliefs and practices of three MTI students at a forestry university in Yunnan Province who participated in agricultural and forestry-related foreign aid training projects. The data came from questionnaires, interviews, reflective journals, project documents, and autoethnographic accounts, and were analyzed using thematic and content analysis. The findings show that the students’ views of language service capability changed as they became more involved in project work. At first, they tended to see language service mainly as completing assigned translation tasks. With continued participation, they began to attach greater importance to responsibility, communication, and the needs of those they served. Their work also came to involve cross-cultural communication, project coordination, and other tasks alongside translation. These changes were shaped by the demands of particular projects and tasks, as well as by the students’ reflection on what they encountered in practice. The study thus provides a closer look at how language service beliefs and practices develop in foreign aid training settings and points to the role of university–government cooperation in giving MTI students opportunities to connect professional learning with practical language service work.
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