The Application Of The Lexical Cohesion Theory To Translation Teaching

The traditional college translation teaching emphasized overly on translation knowledge,and class teaching is boring. The traditional translation approach, namely, word-for-wordtranslation, is adopted by most of students, and translation teachers prefer to judge students’translation competence only by test marks. Nowadays, the college translation teaching stayed ata superficial surface in which target language and source language are compared. This situationleads to the decrease of students’ interest toward translation, the backwardness of translationteaching.The Cohesion Theory put forward by Hallidy and Hassan pays attention to systematictranslation approaches. The Lexical Cohesion completed the translation by using the methodsincluding repetition，synonym，antonym, hyponymy, complementary relation and collocation.The common mistake in lexical cohesion is that the words fail to express the meaning or matchwith each other. The author tries to apply the Lexical Cohesion Theory into college translationteaching, and prove that the theory can enhance students’ translation interest and translationcompetence.The experiment lasting for10weeks was carried out in Qilu University of Technology(Shandong Polytechnic University). It covers four stages:1) Pre-test. The author chose twoclasses with the same level as the research subjects, and then randomly chose one as theexperimental class (EC) and the other as the controlled class (CC). The experimental class has40students and the controlled class has35students. Besides, a pre-questionnaire survey was carriedout in order to get a comprehensive understanding of students’ translation competence before theexperiment.2) Teaching process. The two classes had the same teaching materials and teachinghours. Differently, the controlled class adopted the traditional translation teaching while theexperimental class used the LC-based approach.3）Post-test. The author tested the two classes atthe same time after9weeks’ teaching. The design of the post-test must be consistent with thepre-test in structure and content in order to guarantee the reliability.4) Questionnaires andinterview. After the post-test, questionnaires and interview were carried out to investigatestudents’ attitude and interest towards translation teaching and their translation competence.The author had a detailed data analysis of the questionnaires and interviews. It showed asfollowings:1) The LC-based translation teaching provides detailed translation guidance forsubjects to make them change the translation method of word-for-word, and enhances students’translation interest.2) The LC-based translation teaching can improve subjects’ translationability effectively.3) The systematic Lexical Cohesion Theory is able to help translators produce more natural, native, and variable texts and make fewer mistakes.At last, the author draws a conclusion to the study, put forward some relative suggestions,and describes the findings and drawbacks of the study.