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it can be obviously seen that the meanscore of the experiment group (64.69) is rather similar to that of the comparison group(65.86). What’s more, the standard deviation of experiment group (9.354) is also verysimilar to that of the comparison group (9.268). In fact, no outstanding differenceexists between the two groups. The mean score of the comparison group is a little bithigher than that of the experiment group (65.86>64.69), but the disparity is only 0.17,and the lowest score and the highest score of the two groups are quite close to eachother. In addition, Sig. (2-tailed) is much higher than 0.05 (0.785>0.05), which showsthat there is no influence on the result. To sum up, from the mean, the lowest score,the highest score, the standard derivation and the Sig. (2-tailed), there is no notabledifference between CG and EG before the teaching experiment, and therefore theresults of this study are comparable. On the basis of the group statistics of the pre-test, the author carried out anindependent sample t-test in order to further compare the mean scores of the pre-testbetween CG and EG. As is indicated in table 4-2, the significant difference (sig.) ofLevene’s Test for Equality of Variances is 0.596 (>.05), which shows that thevariances of the pre-test scores of the two groups are much the same. Thereby, thestatistic in the row of “Equal variances assumed” should be observed. The MeanDifference is merely 0.328, and the Standard Error Difference is only 2.052. Inaddition, Sig. (2-tailed) is 0.785 (>.05), which indicates that no outstanding differenceexists of the two groups. In a word, based on the above analysis, it can be clearlyknown that students of the two groups share almost the same English proficiency andtranslation competence before the teaching experiment.

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Conclusion

Reflective journal, as a channel for student-teacher communication, enhancedstudents’ enthusiasm and interest for translation learning, and contributed a lot to theirinitiative in translation practice after class. The application of reflective journal drawsstudents’ attention to the process of translation. In most occasions, when a translationassignment is given to students, they usually finish the translation assignment withoutusing what they have learnt, and only wait for teachers’ judgment and assessment.They often translate a passage using word-for-word translation and don’t know whythey have translated the way they did. When the students in the experiment group areasked to write reflective journals on the translation assignment, they are demanded forfocusing on the process of translation. What’s more, they are required not only toexpress in the target language but, more importantly, to consider the way in whichthey translate, they structure the translation, they make the choices, and the gains andloses in every decision they make (Li Defeng, 1999).
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Reference (omitted)

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