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【Abstract】With the development of information technology， there has appeared a virtual environment for translation teaching. This paper illustrates the advantages of this environment， points out translation teachers’ roles and the requirements for them to fulfil these roles.
【Key words】virtual teaching environment； translation teachers’ roles； requirements
1. Introduction
With the development of information technology， there has appeared a virtual environment for translation teaching， which has not only brought about changes to the roles of translation teachers， but also made new demands on them.
2. Virtual teaching environment
Teaching in the information age encourages the interactive teaching style. The application of this style requires specific teaching environment which is made possible by the development of modern information technology. In such an environment， students establish their own learning platform with the computer network and the information databases processed by multimedia technology， accomplish learning tasks under the guidance of teachers and expand their knowledge scope. The appearance of virtual teaching environment， in particular， has opened up expansive space and prospects for translation teaching in the information age. It boasts the following advantages at least：
2.1 Imaginary world
Virtual teaching environment has got rid of static method of description， illustration and transfer of content as well as the monotony， flatness and abstraction of traditional translation teaching. With the help of the net and multimedia technology， a realistic， vivid， audio-visual and three-dimensional teaching environment can be created. This will not only broaden students’ vision， expand the capacity and information of classes， intensify students’ initiative in participation， trigger their learning enthusiasm， but can also inspire their imagination and creativity so as to improve teaching results more effectively.
2.2 Simulated experiences
Virtual teaching environment enables us to find a virtual society beyond the realistic world. This society provides simulated environment in which invisible things are displayed. It enables us to overcome the limitations of the material world， and to experience in a simulated way sorrows of failure， joys of success as well as those things which are hard to experience or have not been experienced in real life. In this way， it shortens the process of humans’ comprehension of society and elevates the standard of their early socialization. 2.3 Distant communication
Virtual teaching environment breaks through the limitations of time and space， makes distant education and communication possible and even fashionable， and promotes human transcultural communication. In virtual communities， students need not feel ashamed of temporary inferior language skills or worry about sources of language materials. The sharing of net resources has strengthened the friendship and solidarity of people all over the world and has contributed to the common senses of human beings.
3.Translation teachers’ roles in the virtual teaching environment
Translation teaching in the virtual teaching environment has undoubtedly challenged teachers’ roles. It makes higher demands on teachers’ personal information literacy as well as their nurturing style of their students’ information literacy. In this teaching style， teachers should self-consciously play the part of：
3.1 An invisible designer
Teachers in the virtual teaching environment should possess the ability to design information. S/he should not only be good at collecting， analyzing and comparing various teaching information， more importantly， s/he should be skilled at designing teaching materials behind the scenes， designing how to present them and the teaching environment which corresponds to the teaching strategies.
3.2 An invisible coordinator
Teachers should reduce the time of performing “on the stage”， but spend more time on information tracking in the background and be willing to be an active “invisible person” in teaching. S/he should track timely her/his students’ learning conditions and gather the students’ feedback， find out the differences in their learning process， make prompt response to the information from the students so as to adjust the teaching aim and be a competent navigator for the students’ learning.
3.3 An invisible guide
Teachers in the virtual environment should also be a good invisible “guide”. The ultimate goal of teaching will not be attained with the students’ grasp of much information. The key issue is how to teach students to select appropriate information sources to solve practical problems. Thus， teachers should， while offering students information support， improve their abilities of selecting， judging， processing， utilizing， explaining， evaluating and integrating information， of discovering new information， searching for links to the needed knowledge， and creating new knowledge systems.
【Key words】virtual teaching environment； translation teachers’ roles； requirements
1. Introduction
With the development of information technology， there has appeared a virtual environment for translation teaching， which has not only brought about changes to the roles of translation teachers， but also made new demands on them.
2. Virtual teaching environment
Teaching in the information age encourages the interactive teaching style. The application of this style requires specific teaching environment which is made possible by the development of modern information technology. In such an environment， students establish their own learning platform with the computer network and the information databases processed by multimedia technology， accomplish learning tasks under the guidance of teachers and expand their knowledge scope. The appearance of virtual teaching environment， in particular， has opened up expansive space and prospects for translation teaching in the information age. It boasts the following advantages at least：
2.1 Imaginary world
Virtual teaching environment has got rid of static method of description， illustration and transfer of content as well as the monotony， flatness and abstraction of traditional translation teaching. With the help of the net and multimedia technology， a realistic， vivid， audio-visual and three-dimensional teaching environment can be created. This will not only broaden students’ vision， expand the capacity and information of classes， intensify students’ initiative in participation， trigger their learning enthusiasm， but can also inspire their imagination and creativity so as to improve teaching results more effectively.
2.2 Simulated experiences
Virtual teaching environment enables us to find a virtual society beyond the realistic world. This society provides simulated environment in which invisible things are displayed. It enables us to overcome the limitations of the material world， and to experience in a simulated way sorrows of failure， joys of success as well as those things which are hard to experience or have not been experienced in real life. In this way， it shortens the process of humans’ comprehension of society and elevates the standard of their early socialization. 2.3 Distant communication
Virtual teaching environment breaks through the limitations of time and space， makes distant education and communication possible and even fashionable， and promotes human transcultural communication. In virtual communities， students need not feel ashamed of temporary inferior language skills or worry about sources of language materials. The sharing of net resources has strengthened the friendship and solidarity of people all over the world and has contributed to the common senses of human beings.
3.Translation teachers’ roles in the virtual teaching environment
Translation teaching in the virtual teaching environment has undoubtedly challenged teachers’ roles. It makes higher demands on teachers’ personal information literacy as well as their nurturing style of their students’ information literacy. In this teaching style， teachers should self-consciously play the part of：
3.1 An invisible designer
Teachers in the virtual teaching environment should possess the ability to design information. S/he should not only be good at collecting， analyzing and comparing various teaching information， more importantly， s/he should be skilled at designing teaching materials behind the scenes， designing how to present them and the teaching environment which corresponds to the teaching strategies.
3.2 An invisible coordinator
Teachers should reduce the time of performing “on the stage”， but spend more time on information tracking in the background and be willing to be an active “invisible person” in teaching. S/he should track timely her/his students’ learning conditions and gather the students’ feedback， find out the differences in their learning process， make prompt response to the information from the students so as to adjust the teaching aim and be a competent navigator for the students’ learning.
3.3 An invisible guide
Teachers in the virtual environment should also be a good invisible “guide”. The ultimate goal of teaching will not be attained with the students’ grasp of much information. The key issue is how to teach students to select appropriate information sources to solve practical problems. Thus， teachers should， while offering students information support， improve their abilities of selecting， judging， processing， utilizing， explaining， evaluating and integrating information， of discovering new information， searching for links to the needed knowledge， and creating new knowledge systems.