The Application Of Lexical Chunk Approach To Translation Teaching Of Non-English Majors

In recent years,the lexical chunk approach has drawn much attention.Some scholars have applied it to the study of listening,writing and speaking so as to explore the function acted by lexical chunks.At present,translation competence gradually becomes an essential skill for English learners.This is reflected in the College English test four.Therefore,English translation teaching cannot be confined only to English majors,and it is equally necessary for non-English major college students.The main purpose of the thesis is to explore whether the lexical chunk approach can act as an effective teaching methodology which can improve the translation competence of non-English majors.The central concern in the thesis is whether the lexical chunk approach can enhance the translation expressions of non-English majors.Lexical chunk teaching helps students to generate more authentic,accurate and fluent translation when they conduct translation paragraph form Chinese into English.The experiment adopts New College English Integrated Course ? and ?(the second edition)published from Shanghai Foreign Language Education Press as teaching materials.The subjects come from two classes in the first grade of automation in North China Electric Power University with a total of 80 students.The subjects are divided into two groups,that is,a controlled group of 40 students and an experimental group of 40 students.It takes a total of 124 class hours,namely one academic year,to finish the experiment.According to the statistical analysis,the thesis found that the lexical chunk approach plays a positive and effective role in the improvement of students' translation competence.The research results show as follows: First,the lexical approach has aroused the students' awareness of learning chunks.The vocabulary and grammar errors in the translation from Chinese to English can be reduced to a certain extent,thus refining translation competence of students.Second,the results imply that in the translation,the more chunks students adopt in their translation,the more accurate and fluent.At the same time,the score is higher.Third,the lexical chunk approach enables the students to gain a lot of lexical chunks and have a sense of achievement,which conforms to the learning characteristics of college students.Therefore it is suitable for college translation teaching.Restricted by objective conditions,this study also has some limitations.For instance,the scope of the experiment is small,and sometimes it is difficult to control the learning state of all the students,and so on.In this regard,this paper puts forward some suggestions for the follow-up study.