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Chapter One Introduction

1.1 Research Background
With the development of globalization, cross-culture communication is significantly increasing indifferent fields. Translation plays a more and more important role in international communication, and it isboth opportunities and challenges for translation majors. Translation major separates from English andappears as an independent major aiming at cultivating applied talents who have solid linguistic foundation,strong logical thinking, extensive cultural knowledge, cross-cultural communicative competence, adepttranslating and interpreting skills and who are qualified in completing different translation tasks indifferent fields (Zhong, 2011). But many translation majors can’t meet the high requirements of markets.What’s the reason for this phenomenon? The answer consists of different aspects. There are manyresearches on translation teaching and translation curriculum designs, but there are few researches ontranslation learning. As to learning, learning strategies is vital in learning process and it is the same fortranslation learning. But researchers don’t pay enough attention to learning strategies in general.The researches on language learning strategies start from the 1970s (Yan, 2009). Language learningstrategies studies have covered a wide range of topics such as definitions, classifications, characteristics,teaching, research methods and so on. The researches on learning strategies have lasted for a long time, butthe researches on translations learning strategies starts for a short period. Learning strategies are strategiesthat efficiently improve students’ learning abilities, but the value of translation learning strategies has notbeen widely confirmed. There are some reasons. Firstly, there are few researches on translation learningstrategies. Only 17 papers about translation learning strategies are found from 1953 to 2014 in CNKI. Thepapers are divided into five categories according to the subjects in the researches. Five of them are thesubjects from college English; five of them are about English majors; one of them is about translationmajors; and the rest papers are about other students. Secondly, there are so many problems that have notbeen clarified in these researches, from the confusion of the definitions and classifications of translationlearning strategies to the shortcomings in experiment designs. Thirdly, students don’t realize theimportance of translation learning strategies and they have no awareness of training themselves to usetranslation learning strategies.
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1.2 Research Structure
This thesis consists of three parts. The first part is theoretical part in which the literature on languagelearning strategies and the literature on translation learning strategies are summarized and integrated. Thenthe theories of translation learning strategies are summarized and integrated and the theory of translationcompetence are reviewed to explain the differences in the use of translation learning strategies amongdifferent grades.The second part is empirical part which is carried out to investigate the use level of translationlearning strategies; the differences and similarities in the use of translation learning strategies amongdifferent grades. The subjects are translation majors in sample university. Questionnaire is used as the mainmethod to collect the data about the subjects’ use level of translation learning strate