Translation Teaching To Introduce The Study Of High School English Classroom

Translation is generally considered a course taught to English majors. Up till now experts and teachers have shown little concern about translation teaching in English classes at high schools, although there are definite goals and requirements for translation above Level 7 in the newly issued National English Curriculum Standards for High Schools. Through many years of English teaching, the author of this thesis has come to see that translation teaching in English classes at high schools contributes to enhancing English teaching and learning efficiency and helps students lay a solid foundation for their future development and their life-long study.First, this thesis briefly defines the concept of translation, surveys the current situation of translation teaching in China, proposes the hypothesis, mentions the significance of this research, and points out the layout and main ideas of the thesis. Next, the thesis reviews relevant fundamental theoretical issues such as translation-oriented teaching approach, functional equivalence in translation, and task-based teaching approach. Then it investigates various factors which affect high school students'translation skills and explores the significant role translation teaching plays in improving English teaching at high schools, thus proving the necessity of conducting translation teaching in English classes at high schools in China. What follows are the author's reflections on the teaching content and methods for translation teaching and learning. The author discusses the basic translation theory and translation techniques and demonstrates how translation teaching is conducted under the guidance of the translation theory and techniques. Finally, the thesis describes in detail the processes of carrying out investigations in the form of interviews and questionnaires and of making teaching experiments, and it also analyzes the results and findings of the experiential studies. The author draws the conclusion that it is necessary, desirable, and feasible to conduct translation teaching in English classes in high schools, that Nida's functional equivalence theory is suitable enough to guide high school students' translation practice, and that an organic integration of the task-based teaching approach with other appropriate approaches renders translation teaching in English classes at high schools fairly fruitful and effective. The research is carried out by means of qualitative and quantitative analysis based on questionnaires, interviews and teaching experiments, thus rendering the conclusions reliable.It is sincerely hoped that this research will propel reforms in English teaching in high schools in China and help improve its teaching quality.