Translation Teaching In College English Course

In recent years, with the increasing development of in-depth research intotranslation teaching, China’s translation teaching has gained momentum. Hence,translation teaching is becoming an increasingly challenging job, as more and morequalified translators has been called for owing to a growing international communicationand co-operation in the field of politics, economy, culture and so on, especially since theadoption of the policy of reform and opening-up in China. In such a context, the authorof this thesis, attempts to put forward a suggested New Model for translation teachingduring college English teaching for non-English majors based on her nine years’ CollegeEnglish teaching.This thesis falls into four chapters. Chapter one is a general introduction oftranslation and translation teaching. It provides a general statement of the definition andsignificance of translation and of the necessity and importance of translation teaching. Italso points out the difference between translation teaching and teaching translation andrelates them to college English teaching. A literature review about the research fortranslation teaching in China also is included in this chapter.Chapter two is the analysis for the experiments and surveys on translation teachingfor students and teachers in college English course in HZNU (short for HangzhouNormal University）Chapter Three illustrates the current situation and analyzes the problems ofTranslation Teaching in College English Course from seven aspects, which arecurriculum design and teaching contents, teaching materials, teachers’ views ontranslation teaching, teacher’s professional competence, teaching aim, and translation testin CET4, and research into translation teaching.Chapter Four lists the suggestions for translation teaching in College English coursefrom five aspects: How we should design the curriculum; What should we teach abouttranslation; how to renew the College English teachers’ teaching ideas and how to reformtheir teaching methods; Which kind of model we should adopt to improve non-Englishmajors’ translation competence. We should improve the traditional teaching models into a mixed model of practice, techniques and theories; and adopt student-centered models(such as group discussion and class presentation; study and comparison of famoustranslated materials; more practice and comments on translation exercise) to cultivatestudents’ communicative competence.It is concluded in Conclusion part that the cultivation of high-qualified translatorsdepends heavily on the effectiveness of translation teaching. So teachers of translation,including the college English teachers who teach translation for non-English majors,should constantly learn translation theories, particularly translation teaching theory, gointo deep research into all aspects of translation teaching, try to identify the problemsexisting in teaching programs, textbooks, teaching methods and translation tests in CET4and CET6, so as to resolve them. Only in this way can the translation teaching in collegeEnglish course be developed more prosperously.