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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.

br />         2.2.3 The Evaluation Criteria of the.................... 23-25
        2.2.4 Triangular Model of .................... 25-30
    2.3 The Interpretive Theory and ....................30-32
Chapter Three Methodology ....................32-36
    3.1 Research Objectives.................... 32
    3.2 Research Subjects ....................32-33
    3.3 Research Instruments.................... 33
    3.4 Research Procedures ....................33-35

Chapter Five Conclusion

In the previous four chapters, the author has constructed a conceptual framework based onthe Interpretive Theory to explore its application in college English translation teaching. Afterhaving tested the effect of the Interpretive Theory to college English translation teachingthrough an experiment, the major findings are to be presented, together with limitations of theresearch and suggestions for further study.

5.1 Major Findings
Based on the quasi-experiment research and data analysis, questionnaire and interviewafter the experiment, the author summed up the four findings:1) Students’ translation initiative and interest could be improved under the guidance ofthe principles of the Interpretive Theory, which stresses information exchange rather thanpassing on knowledge. The translation teaching in the experiment group has enhanced students’translation interest and their initiative toward translation practice both in class presentation andafter class translation practice. In addition, students took a more professional attitude towardtranslation. Before the experiment, most students tended to regard translation as a homeworkassigned by teachers or a must to get high scores in exam. But after absorbing the InterpretiveTheory, students began to consider translation as a task given by their “customer” or potentialreaders. Learners realized that translators should always be like professional ones, which mightlead them to professionalism in the long run.2) The application of Interpretive Theory in college English translation class can reallyhelp enhance learners’ translation competence. Adoption of the Interpretive Theory to collegeEnglish translation teaching can give lots of assistance in terms of improving students’ Englishtranslation performance in class or after class. And this approach was better accepted and moreefficient than the traditional approach, judging from both quantitative and qualitative analysisof post-test results.3) The training process of the Interpretive Theory changed students’ translation model ofword for word or sentence for sentence, which equally deepened their value that language bynature is for information exchange. Before the experiment, most students believed thattranslation simply meant finding language equivalents in a very traditional grammatical waybetween two languages. That is to say, in translation process, they were accustomed to paymore attention to the specific meaning of certain words in source language and blindly searchedfor equivalent ones in target language. However, after the experiment, with the introduction ofthe Interpretive Theory, the subjects in the experiment group have begun to be conscious thattranslation did not only mea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。