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for its contents andintention. As technical theses, the source text’s language is objective and unadorned, usuallyin the form of strong logicality and rigorous expressions with pure objective facts and reliabledata. However, it is rare to see many figures of speech used by the authors to express theiremotions and feelings. Just as has been noted, both the language format and the informationare important in the source texts. Therefore, the translation should not only take the text typeof the original text into consideration but also conducted a detailed analysis of specificfeatures at lexical, grammatical, and text relevance levels.

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Chapter Two Process Description

2.1 Pre-translation

Among all the phrases of the translation process, adequate preparation is inevitably aguarantee of the translation, even though not everything prepared can be utilized. Beforeactual translating, many works should be done, such as analyzing parallel texts, preparingtranslation tools, and determining terminology. The preparation works following plays asignificant role in improving the quality of the translation.

2.1.1 Reference to Parallel Texts

In order to fully understand the technical terms, policies and initiatives about OERs andMOOCs, the source text needs to be read at least three times. In the first place, the translatorbriefly read the original manuscripts to grasp a general idea of the content. The book OpenEducation: from OERs to MOOCs is a symposium with 17 technical theses of the sametheme, and each chapter presents a different article. Then, a thorough and time-consumingreading was conducted to solve the problem of understanding. The objective of the thirdreading is to dissect the source text’s features from the linguistic angle and determine the appropriate translation theory and proper translation strategies.

At the same time, the translator has consulted many relevant books and three paralleltexts of the same or similar theme and research object in the educational technology fieldwere downloaded:

(i) The Chinese version of Educational Design for MOOCs: Design Considerations forTechnology-supported Learning at Large Scale;

(ii) Horizon Report: 2018 Higher Education Edition;

(iii) Reimagining the Role of Technology in Education: 2017 National EducationTechnology Plan Update.

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2.2 While-translation

The translation process was not plain sailing even a great deal of preparatory work hadbeen made beforehand. In the phrase of while-translation, the translator discusses main difficulties encountered during the translation process, namely technical terms, long propernouns, passive voice, and long and complex sentences. Directed by the Corrective Approach,specific translation standards and corresponding translation strategies were put forward.

2.2.1 Difficulties Encountered

Due to the inherent differences between Chinese and English in both languageexpressions and thinking patterns, the translator inevitably encountered some difficultiesslowing down the translation progress even though much work had been done for thepreparation. After some classifying and analyzing, several major translation difficulties weresummarized from the source text.