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ords to explain theconversation until they reach the correct version. Besides, the process of comprehensibleoutput is beneficial for learners to develop their the awareness of self-study. Learners willknow what they should learn, and they will try hard to reinforce the language knowledge theyhave got.
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3. Research Methods.....13
3.1 Research Questions............13
3.2 Research Subjects......13
3.3 Research Instruments......... 13
3.3.1 Translation Papers....13
3.3.2 Interview......... 14
3.4 Research Procedures.......... 14
4. Results and Discussion.......17
4.1 Spelling Errors.......... 17
4.2 Grammatical Errors............19
4.2.1 Morphological Errors........20
4.2.2 Syntactic Errors........25
4.3 Literal Translation.....29
4.4 Redundant Expression........30
5. Teaching Implications........ 33
5.1 Cultivating Students’ Translation Ability......33
5.2 Selecting Translation Practice Reasonably............ 34
5.3 Avoiding Education Blind Area........... 35

5. Teaching Implications

It is inevitable for learners to make errors in the process of learning language. Teachersshould have a positive attitude on students’ errors. Teachers can know that whether theirteaching method is effective or not and what aspect of the syllabus need to be modified byanalyzing students’ errors, and then teachers can find some suitable solutions to correctstudents’ errors so as to improve students’ English proficiency. Through analyzing anddiscussing students’ translation exercise and the results of an interview, the author found thatsome contents were neglected by teachers in their teaching. That is to say, these contents arethe blind area of education. In conclusion, teachers should pay attention to the followingaspects of teaching: cultivating students’ translation ability, selecting translation practicereasonably, strengthening the contrastive teaching between English and Chinese, focusing onthe cross cultural teaching and contrasting the differences between the West countries andChinese in thinking modes.

5.1 Cultivating Students’ Translation Ability

The author asked the three English teachers in the interview:“ Do you think what abilitythat students need to improve?” An English answered:“writing ability”, others Englishteachers said:“reading ability.” When the author interviewed the teachers: “What is thegeneral translation level of the students in the No.8 Senior High School?” All of the teacherssaid that the students’ translation level was low, therefore, they often selected or made upsome easy and brief practice.” From the results of the interview, it can be seen that students’translation ability is ignored by the teachers. Under the pressure of college entranceexamination, the school pays more attention to improve the students’ listening, speaking,reading and writing ability than translation ability. Translation is a kind of language output.On the one hand, language out can improve the fluency of foreign language learners, on theother hand, the continuous output is helpful for learners to improve the accuracy of language.In students’ translation, some long sentences, for example:“邓小平在中国的经济发展过程中扮演着非常重要的作用”，the students translate the sentence word to word.Students have learned English for eight years from primary school to Senior one, but theirtrans本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。