| Nowadays many researchers and teachers pay more and more attention totranslation teaching. They have been working hard to find out varieties of translationtheories. The argument between all kinds of translation schools has never stopped. Thisthesis mainly talks about something from the aspect of Translation Variation Theory.Some foreign researchers，for example, Peter Newmark, also thought highly of thisissue. On the basis of the research of so many translation practices，the theory ofTranslation Variation is agreed by Pro.Huang Zhonglian, and he puts forward definitionfor Translation Variation clearly. Translation Variation is an activity aimed atreproducing the contents of the original by using the appropriate adaptations such assupplement, deletion, edition, summarization, reduction, combination and remodeling tomeet the special needs of the readers. (Huang Zhonglian, 2002: 46) Variation theory oftranslation enriches people’s opinions and founds a macro-theoretical framework fortranslation, the value of which has been supported by most of the researchers whilethere are others proposing their different opinions on the explanatory power andapplicability of TVT. However, the studies of TVT and translation teaching seem littleand superficial. And the applied research on TVT has to be further explored andvalidated in translation teaching procedures.This thesis talks about TVT and its integration into translation teaching. It aims at anexperiment of applying this creative and useful translation theory widely to translationteaching as soon as possible to get a positive result in training more and more qualifiedtranslators for our society to satisfy the needs of the informational times. Based on thisreason, the researchers designed certain teaching steps and reasonable proceduresaccording to the characteristics of TVT and China’s high vocational education. Ingeneral, eight major stages are involved. The first stage is the preparation stage; thesecond stage is the lectures and giving homework stage; the third stage is groupevaluation activities in classroom; the fourth stage is the first amendment; the fifth stage is teacher’s evaluation; the sixth stage is teacher’s suggestion, complement and new task;the seventh stage is final amendment; the last stage is choosing excellent translation.To further verify the effects of this theory in translation teaching of highervocational colleges, a series of relevant teaching experiments were designed by theresearcher. The experiment lasting for 12 weeks was eventually carried out in ShandongInstitute of Trade Unions’ Administration Cadres in the latter half of 2011. Subjectswhich were involved in this experiment include 81 second-year students from Englishdepartment of this college. The subjects of these students were English major and aftergraduation they would apply for jobs related to foreign trade or travel English.Therefore, translation competence was quite crucial and necessary to them. Since thesubjects were from two natural classes having 40 and 41 members respectively, theresearcher randomly chose one as the experimental class (EC) and the other one as thecontrolled class (CC). Furthermore, two different teaching theories were used in thecourse of the experiment.After teaching experiment, data were collected and analyzed. After analyzingrelevant data, we could realize that variation could not only help stimulate learners’interest of learning translation, but also could promote learners’creativity in translatingworks. Because of these advantages, the author put forward some useful suggestions onthe application of this theory. However, because of the restraint of the author’s limitedability, the research has some limitations and further efforts still need to be taken in thefuture. |
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