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t of theoretical discussions and empiricalresearches are carried out in order to explore the definitions of learning strategies and the classification oflearning strategies. But there are also two defects. Firstly, although the number of the learning strategiesthat are found out is large, they are not systematic and comprehensive. Secondly, we can’t affirm what arecore learning strategies , what are assistant learning strategies , and the relationship between the learningstrategies. This is also the reason for the confusion of the classification of learning strategies (Cheng,Zheng, 2002).In the 1980s, the researches on language learning strategies obtain a quick development. O’Malleyand Chamot work out a set of theoretical learning strategies from the perspective of cognitive learningtheory. This set of learning strategies is based on the information processing theory including thecomprehension, processing and storage of the information. Then they make description and classificationof learning strategies and apply them into practice to test the rationality. Besides, Wenden and Rubin havethe most abundant researches ranging from the theory to the practice of language learning strategies andthey edit and publish Learner Strategies in Language Learning including 12 papers, which can be seen asa summary of achievements of the study on language learning strategies.
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Chapter Three Theoretical Framework........... 17
3.1 Translation Learning Strategies....17
3.1.1 Definition.......17
3.1.2 Classification........... 17
3.2 Translation Competence..... 20
Chapter Four Research Design......23
4.1 Research Questions.............23
4.2 Research Design....... 23
4.3 Research Subjects..... 24
4.4 Research Methods.....24
4.5 Research Instruments..........26
4.6 Questionnaire Survey Process...... 28
4.7 Data Collection......... 29
Chapter Five Data Analyses and Discussions............ 30
5.1 Use Level of Translation Learning Strategies (TLS)........... 30
5.2 Comparison of the Use Level of Translation Learning Strategies ..........37
5.3 influential factors...... 45

Chapter Five Data Analyses and Discussions

This chapter consists of three sections. Firstly, the use level of the translation learning strategies of allthe students is analyzed from the of the use level of category and item. Secondly, the use level of thetranslation learning strategies is analyzed and compared among different grades from the perspective of theuse level of category. Finally, the reasons are discussed.

5.1 Use Level of Translation Learning Strategies (TLS)

Descriptive statistics is used to analyze the general use level of the translation learning strategies ofall the students from the perspective of three categories. The mean scores of three categories are used toshow the use level of translation learning strategies.According to Oxford’s interpretation of the use level of learning strategies, the score between 1.0 and1.4 stands for “never or almost never use it”, between 1.5 and 2.4 stands for “generally not use it”,between 2.5 and 3.4 stands for “sometimes use it”, between 3.5 and 4.4 stands for “usually use it”,between 4.5 and 5.0 stands for “always or almost always use it”. The data shows that:From a general view, table 9 shows that the average value of translation learning st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。