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ike high school teachers and students in teachers colleges.Therefore, appropriate choices on translation strategies are determined by various factors,including the text type, the purpose of translation, the background and culture of thesource text, the thinking mode of the writer, translator and target readers, no mattersubjective or objective factors, personal or social factors. (Rubin, 2004:69) In translationprocess many translation methods and skills are used to realize the communicativefunction of target text and focus on the practical use of teaching reference book. After thetranslation was finished, many key points were marked by the translator to make ananalysis in the translation report. These analyses can be categorized into the translation ofterms and concepts, linguistic references and citations and classroom teaching methods.

3.1 Accuracy of Terms and Concepts
There are many technical terms and concepts on education and linguistics in the sourcetext. For the translation of some technical terms and concepts, Chinese version can beborrowed from relevant literature. However, some technical terms and concepts do nothave existing Chinese versions. So this kind of terms is difficult for the translator duringthe process of translation. In addition, lacking of background knowledge on education canalso lead to these difficulties. The translator uses different methods to translate these termsand concepts. The target readers might be English teachers in middle and high schools and students majoring in education. Translation for different kinds of terms and conceptsshould use different methods, which make the information more clear and coherent. At thesame time these terms and concepts will be more accurate.One kind of terms is that they are common and typical in the educational or linguisticliterature. Both the writer and the target reader would like to get the knowledge clearly assoon as possible. They are familiar with the Chinese version of these terms. Therefore,Chinese versions of these terms can be borrowed from the relevant literature directly tomake the target text more coherent and intelligible.
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Conclusion

Many translation theories and methods are needed in the translation of teachingreference text. Therefore, none of a translation theory can resolve all problems. Theteaching reference book, like A Course in English Language, is about teaching theory andpractice on English teaching. Different target readers may have different intended usages.In addition, the intended uses also change with the text function. The study of theeducational literature translation contains the knowledge of basic translation theories,translation methods, analysis of translation purpose and some translation strategies.According to the principle of function plus loyalty, the translator should not only finish theinformation transfer but also take the communicative intentions of the author and targetreaders into consideration. In the translation of A Course in English Language, to focus onthe practical use of translating teaching reference text is the translation strategy. However,if the communicative intention and target readers changed, the practical use of translatingteaching reference text may not be an appropriate strategy. And different translationpurposes can also lead to different strategies.In the field of translation study there are also some problems to be solved. Some MTIgradu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。