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nspire their interest. The teacher found that,through doing repetitive exercises and various practices, students in EC have become moreand more interested in translation. Their active performance in class can testify the successof this teaching method. After learning the detailed differences between Chinese andEnglish, students have found that C-E translation is never inaccessible at all and they arevery confident in their abilities.All in all, d on the theoretical exploration and the empirical research, itapparently shows that it is feasible and effective to apply CAT-d approach to C-Etranslation teaching of English majors.

 

5.2 Pedagogical Implications
As the research shows, CAT-d approach is really effective in improving students’translation competence and motivating students’ translation interest. In order to furtherenhance the quality of translation teaching and satisfy the demands of society for Englishtranslators, the author puts forward the following pedagogical implications.

 

5.2.1 Implications for Teachers
The aim of English translation teaching should be established to enhance thepractical translation competence of English majors so as to meet the translationrequirements in their future work.2) It is necessary for teachers to be acquainted with some related knowledge andvarious teaching approaches so that they can adopt them whenever necessary. The modernteaching approaches are not intended to replace the traditional approaches. Although thetraditional teaching approaches have many disadvantages, it does not imply that they haveno ue and should be completely discarded. They can be combined and used together intranslation teaching. Only in this way can teachers better fulfill their teaching tasks andachieve the aim of students’ real development.3) It is known that elaborative preparation is very significant in conducting asuccessful class teaching. In translation teaching, the application of CAT-d approachneeds teachers to collect and choose most proper teaching materials for students before theclass. The materials involved ought to be up to date and corresponded with students’English proficiency and closely related to students’ major so that they can well accept.Apart  that, translation works or textbooks compiled by outstanding translators anddocument greatly translated by government agencies can also be good materials fortranslation teaching. Teachers have to  their knowledge and teaching skills ontranslation teaching constantly so that they are able to further improve the quality oftranslation teaching.4) Teachers should try their best to  up a good relationship with students, createactive and comfortable classroom atmosphere, correct errors in a proper way andencourage students to express their opinions frankly. In limited class time, teachers shouldmake efforts to provide most useful translation knowledge for students and give more timeto students for their participation in class activities. The learning atmosphere filled withdiscussion and cooperation stimulates students’ interest in translation learning, whichfacilitates students’ learning and development to some extent.5) Teachers should encourage their students rather than criticize them when theirtranslation is not good enough. Students’ translation ought to be euated in each groupfirst, and then euate in the whole class. Teachers can also give some small awards to thestuden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。