| Translation is a practical skill composed of comprehensive competences, and the development of translation competence is what translation teaching and translation studies are for and all about. On improving translation competences, domestic and foreign scholars have contributed extensively; however, the absence of a teaching-oriented model impairs the functionality of translation competence theories.The thesis collects GSTI students’E-C translation assignments completed at the beginning of the first semester. Based on the suggested teaching-oriented model on translation competences, problems of students’translation are summed up through a combination of quantitative and qualitative analyses. The results are used to improve GSTI’s translation pedagogy.The teaching-oriented model is centered on the transfer competence which includes comprehension competence, competence to control interference, re-expression competence and professional-instrumental competence. Against these dimensions, students show a lack of competence with regard to comprehension, expression and attitude. The thesis thus suggests the introduction of process-based teaching approaches and a synthetic teaching methodology. The improvement of translation teaching also requires a well-targeted training on translation skills, a self-reflection report, and a certain amount of off-class translation practice.Besides, the thesis also sheds light on the feasibility and reliability of applying translation competence studies to translation teaching in terms of syllabus design, contents selection, curriculum innovation, methodological improvement and quality assessment. |
