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best friends and colleagues, was teaching the students of both classes aReading and Writing Course and they maintained good relationship with each other. Shewas informed of the detailed procedures before the experiment so that she was familiarwith the whole process of this study. Translation tasks MaterialThe translation material for the present study was two paragraphs which have both Englishand Chinese versions. They were selected from C-E Translation Studies: A ContrastiveApproach and New Concept English Book 3. The first paragraph described the effect ofearthworms on the soil while the second one presented countryside life.When these two paragraphs were chosen, four factors were taken into consideration:the length, the difficulty, student familiarity with the topic and the number of new words.The first factor was the length; that is, they should be of an appropriate length. Thetotal number of Chinese characters in the Chinese-to-English translation was about 400.In the English-to-Chinese translation, the total number of words was around 250. Thismade sure the first year students could finish the translation tasks within 40 minutes.The second was the difficulty, with the first paragraph as descriptive and the secondas narrative. In the English-to-Chinese translation, the paragraphs were mainly made upof simple sentences with only two compound sentences and four complex sentences. In theChinese-to-English translation, the paragraphs were mainly made up of simple sentencesand compound sentences. Moreover, these two paragraphs were suitable for students to doliteral translation and to some extent, for them to do back translation.The third was familiarity with the topic: earthworms and countryside life were not sostrange for students and could be understood without much effort.The fourth was the number of new words. The density of new words was about 5%,in accordance with Laufer's (1997) argument that successful comprehension of the textand successful guessing of unknown words in the text is conditioned by familiarity with atleast 95% words in the text. These new words were glossed, because according to the studyby Zhang (2007), the provision of marginal glosses is the most effective way of promotingincidental vocabulary acquisition.3.2.2.2 Choice of target wordsBefore the experiment, I went to Class Three which paralleled Class One and ClassTwo and distributed the English versions of both paragraphs to the students. They wererequired to write down the unfamiliar words. Finally, 20 words were chosen as targetwords.Then in order to find out whether these 20 words were known by the students inGlasses One and Two, I made a PPT with these 20 words plus another 30 words chosenfrom the vocabulary syllabus of TEM 4. These additional 30 words served as distractersto prevent the students from memorizing the 20 words intentionally. Furthermore, those20 words were put in the middle of the PPT files, and this could also prevent the studentsfrom memorizing the words and looking them up in the dictionary. Miss Z was asked topresent the PPT to the students and she was reminded that every word should be shownto the students for no more than 2 seconds no matter whether they knew the word ornot. And the students were asked to say the meaning of the word if any one of them knewit. It turned out that among the 20 words, 7 words, "superior," “acre，” "litter," "virtue,""tunnel," "topsoil," and "estimate&q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。