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摘要：The translation market is booming in the Information Age, which also gives morechallenge on translation teaching. So how to cultivate qualified translators that are suitable forthe translation market has been an important research of translation teaching. However, nowconventional college English translation teaching extremely stressed translation knowledge;sometimes teachers explained the text in a traditional and casual way, under which it wasn’ttranslation competence other than translation knowledge that was emphasized; translation wasonly used to compare similarities or difference between two languages. These ways are notgood for students’ translation interest, which also lead to disadvantage to students’ translationcompetence.

f proved feasible, this theory will give insightful ideas to translation teachingand give some reference to college English translation teaching.

1.2 Aims and Significance of the Research
This research aims at exploring a systematic and constructive method for college Englishtranslation teaching class in the light of professionalism and successful teaching practice inEcole Superieure d’Interpretes et de Traducteurs/ESIT. The author makes hypotheses thatapplying the Interpretative Theory to college English translation teaching can effectivelyimprove students’ translation competence and class efficiency. The feasibility and effect will betestified by a teaching experiment carried out in Shandong Polytechnic University. For the sakeof discussing this probability, this thesis firstly intends to address those questions: 1) Canprinciples and methods of the Interpretative Theory enhance students’ translation initiative andinterest? 2) Can systematic guidance of the interpretive theory advance college students’translation competence? 3) Can translation process model have positive influence on students’attitude toward translation process? 4) Compared with traditional approach, can the InterpretiveTheory guide translation teaching effectively?

1.3 Overall Organization of the Thesis
This thesis consists of five chapters.Chapter one is the introductory part, concentrating on the research background andsignificance, the research questions and purpose and organization of the paper.Chapter two is literature review, elaborating firstly previous studies on translation teachingboth in China as well as abroad, and secondly the Interpretative Theory, including itsdevelopment at home and abroad, its primary features and major concepts, especially itstranslation procedure—the triangle model, its teaching principles and the application inteaching, which are also the dominating theoretical foundation of the thesis.Chapter three is the empirical study on the application of the Interpretative Theory totranslation teaching class, which contains research aims, subjects, instrument, questions, andprocedures together with data collection and analysis.Chapter four is about results and discussion based on experiment. The statistical data fromquestionnaire, interview and testing are to be calculated systematically. The scores are grouped,compared and analyzed according to the differences between the experiment group and thecontrol group, followed by further discussion.Chapter five is the conclusion of the thesis. The author draws six pedagogical implicationsfor college English translation teaching according to the chief findings of the research. Andlimitations of the present research as well as suggestions for further studies are also made clear.

Chapter Two Literature ....................14-32
    2.1 Studies on College English ....................14-17
        2.1.1 Translation Teaching .................... 14-15
        2.1.2 College English Translation.................... 15-17
    2.2 Interpretive Theory ....................17-30
        2.2.1 Development of the....................17-21
        2.2.2 Major Concepts of the .................... 21-23 <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。