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ments, translating tests,questionnaires and interviews, these two hypotheses have been testified correct.Afterwards, all the relevant data were collected and analyzed by SPSS V 16.0. In thisconcluding chapter, the author concludes some major findings, finds out someimplications about translation teaching. Then, the author talks about some limitations ofthis research and gives us some suggestions for further researching and teaching.

　　
6.1 Important Findings

From above chapters we can know that the important findings of this researchmainly include two aspects: the improvement of students' translating skills and theimprovement of students' translating interest and attitude.The students' translating skills can be improved by learning TVT. We all know thatstudents are often puzzled in translation procedures, for example, they are also short ofawareness of text type, and they pay little attention to the purpose of readers. We cansee that some of the problems mentioned above can be solved under the guidance ofTVT-oriented approach. That is to say, TVT is useful in improving students’ translationskills.TVT-oriented teaching method would greatly have effects on students' Englishtranslation ability as well as other relevant skills. These theories contribute to thedevelopment of students’ general translation ability. It is found that the improvement oftranslation ability has also promoted other language competence in many other aspects,for example, the reading aspect and the listening aspect. We can see that not only thescores of the post-test of the students from EC but also the competences to translate inthe real work have been developed. So if the students master the translation skills whichare useful in improving translation abilities, they would find that it’s also useful in thefuture work. Therefore, it is a beneficial circulation.TVT-based approach can make the students willing to do translation work. Theusage of TVT in English translation could greatly arouse EC students' interest in takingpart in English translation. After learning basic knowledge of TVT and knowing itsadvantages, the students pay much attention to this theory and aware the necessity tolearn it. In the future exercises and practices, the students have more and more interestin translation. Their active performance in class can prove that this teaching method isuseful and successful. After analyzing the students' statistical result of questionnaire andinterview, we can know that most students are much more willing to do translation.Through above all analysis, we can say that the traditional is less effective thanTVT-oriented approach in improving students’ translation interest.
　　

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