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As an important complimentary of traditional classroomeducation, distance education benefits a lot from newtechnology and also shows a lot of advantages that aresuperior to the traditional classroom education, such asconvenience, unlimited time, choice of location and so on.One widely accepted definition of distance education is:“Distance education covers the various forms of study at alllevels which are not under the continuous, immediatesupervision of tutors present with their students in lecturerooms or on the same premises but which, nevertheless,benefit from the planning, guidance and teaching of asupporting organization” (Holmberg, 1989). This studyintends to introduce a useful new model whichencourages autonomous learning in a distance translationclass and discuss the new features on the behaviors inteaching and learning activities.

1. Di-process-controlled Training Model

A di -process -controlled traslation training model byMoore (1996) is a model that combines the process of“how tothink”and“how to write”. Therefore, new tasks appear on theinstructor’s task list: (1) Establishing effective communicationmechanism among all the components in an orderly virtualcommunity; (2) Teaching learners the basic technical skills toadapt to the technical platform on which they learn; (3) Settingup a virtual classroom and directing learners there on atechnical platform to extend classroom teaching. A distanceclass is a learner -centered class, there learners are thedominants of the class. The TA as a complement to theinstructor plays a very special role in a distance translationclass who works through all the processes that learners mayexperience, play different roles at different stages while facingdifferent tasks. Since the translation training itself is a task -oriented one, a task-oriented perspective can also be adoptedto illustrate the TA’s roles.

2. Design of an Empirical Research

2.1 Context

The research is based on the data collected from adistance translation class of a university that lasted for oneyear from Sept. 2011 to July 2012, in which the author of thisthesis worked as a TA. The total number of learners in theclass was 318 and they came from Enlgish department. Theyhad live translation class with the help of the satellite everyThursday evening at local stations. All together, theyparticipated in 32 hours of translation classes, finished 11routine assignments and 2 exams in two semesters. In the firstsemester, they had 16 classes, finished 6 routine assignmentsand 1 exam. In the second semester, they had 16 classes,finished 5 routine assignments and 1 exam. Finally, 163learners of this group finished a one -year -long translationclass, which consisted of 51.3% of total number.

2.2 Procedures

Two studies are designed by using collected data of the32 learners.The first is a comparison between the two pieces in theexam. The aim of comparing these two pieces is to test theimprovement in the learners's translation quality in the samecondition. The second study aims at testing the change oflearners’ translation quality in routine assignments. Byanalyzing the 11 assignments they finished by genre and thetime spacing between any two pieces, three assignments werefinally chosen as the target assignments in the study. All ofthe three pieces belong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。