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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.

n correct grammar and language equivalence, but also equivalenceof sense in a discourse level. At the same time, subjects in the experiment group also began tobecome aware of their potential target readers and that translation is for information exchangeby nature.4) The Interpretive Theory could guide college English translation teaching effectively.Results of questionnaire, interviews showed that college English students desire to professionalguidance of translation theory. Versions of experiment group were more creative than those ofcomparison group in light of words they chose, sentence they used, and the students’enhancement of post-test scores proved that systematic guidance of the Interpretive Theory canbe applied into college English teaching.

5.2 Pedagogical Implications and Suggestions to College English TranslationTeaching
The empirical study has tested the effect of the application of Interpretive Theory tocollege English translation teaching. By means of adopting the Interpretive Theory, learners’interest and their translation competence has been enhanced. Based on the above analysis ofpre-test, post-test, questionnaire as well as interview, the author presents the followingpedagogical implications as reference to improve the efficiency and quality of its application ina larger scale.

5.3 Limitations of the Research
Although the application of the Interpretive Theory to college English translation teachinghas got the encouraging findings, the study still has its limitations.Firstly, limited by time, money and school rules, it was only a quasi-experiment whichneeded to be tested in a larger scale for a longer time.Secondly, the quasi-experiment just tested its validity to some degree, with inevitablevariables out of control, including some subjective elements in the actual process like learners’Chinese and English level, learners’ learning motivation and purpose, their backgroundknowledge and endeavor after class, etc. All these factors may have negative effects on theteaching experiment.

5.4 Suggestions for Further Study
Grounded on the findings and the limitations of this research, some suggestions for thefuture research are put forward here:In the first place, this study mainly adopted the triangle model, basic terms and ideas of theInterpretive Theory, which actually contains more concepts or translation training ways that canbe employed by future study from other perspectives.In the second place, application of the Interpretive Theory to college English translationteaching classes is comparatively in demand of more time and teaching facility. The researchscale can be enlarged, with more subjects involved in the teaching experiment in the futurestudy.To sum up, translation teaching now is playing a more and more important role incultivating large numbers of qualified and professional translators and deserves more studies ina wider range and perspectives.