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This study collects 80 translation samples which include about 800 sentences and 17760words for research analysis in the pretest. The samples were edited by using symbols, like[L1], to mark errors at the sentence level. In the end, the edited translated texts are placed intoAnt Conc 3.2.0w for retrieval to find out the frequency of different categories of translationerrors. Among these samples, 1759 errors are identified. The overall frequencies of errors arepresented in Table 5.1 as follows:

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According to Table 5.1, the descriptive statistics of errors are presented, which includedistribution, mean, standard deviation, and frequency of each kind of errors. After theidentification of errors, 1759 errors have been identified. Among these errors, 579 errors arerendition errors, 737 errors are language errors, and 443 errors are miscellaneous errors,respectively accounting for 32.92%, 41.90%, and 25.18%. The frequency of language errorsis much higher than rendition errors and miscellaneous errors. The specific frequencies ofthree kinds of translation errors from highest to lowest frequency are as follows: LanguageErrors (41.90%) > Rendition Errors (32.92%) > Miscellaneous Errors (25.18%).

Chapter Six Conclusion

6.1 Major Findings

First, the type, frequency, and causes of errors made by students are investigated. Theresults of descriptive statistics show that there are three types of translation errors made bystudents, eleven categories, and the frequency distribution from high to low is as follows:language errors (41.90%)>rendition errors (32.92%)>miscellaneous errors (25.18%).

These three types of errors correspond to different possible causes of errors. First of all,the main reasons for students’ rendition errors are 1) unfamiliar with the components ofChinese sentence structure, 2) wrong analysis of the original grammar and context or failureto clarify the logical relationship between semantics, 3) insufficient vocabulary reserve orincompetence to accurately distinguish synonyms and 4) limited background knowledge andwrong expression of the terminology or proper nouns in the professional field. Secondly, themain reasons for students’ language errors are 1) incomplete rules applications or ignorance ofrules restrictions, 2) native language negative transfer, 3) confusion of the collocation of fixedphrases or choice of inappropriate entries, 4) the lack of certain translation skills, 5) excessiveliteral translation caused by students’ inadequate understanding of English expression habits,6) excessive free translation caused by students’ free expression (Liao, 2010), 7) inaccuratevocabulary memory and 8) lack of relevant training on the difference between Chinese andEnglish punctuation. In addition, the main reasons for miscellaneous errors are 1) insufficientvocabulary reserves and 2) students’ carelessness and failure to proofread. In short, there arevarious reason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。