Process Of Translating Paragraphs From Chinese To English

Nowadays, non-English majors are increasingly required to be equipped with abilities to translate in the job market, and at same time by the Ministry of Education in its formal document. Besides, some researches related with C-E translating abilities of non-English majors mainly focus on strategies that students employ by the product-oriented way. Thus, this paper aims to discuss C-E translating processes of non-English majors so as to know problems and competency of non-English majors in C-E translations considering factors that it provides more helps to translation teaching by the process-oriented way and to find problems students may encounter in translating.This paper uses the think aloud protocols, which can be abbreviated as the TAPs, to collect data about the C-E translating process of paragraphs of non-English majors, and then makes an analysis with 22 strategies proposed by L?scher(1996). It is hoped that mental activities of non-English majors in C-E paragraphs can be revealed through such ways so that problems can be found during their translating process, which can offer helps to teachers in finding solutions to those problems, further offer positive and meaningful reflections on improving C-E translating competency of non-English majors, and provide a supplement to the TAPs researches on translation and even translation teaching.In this paper, 9 subjects, sophomores from a university in Yunnan Province, were selected. During their C-E translating process of paragraphs, videos were filmed in a language lab after they received strict training, and then videos were transcribed into words according to requirements of the TAPs in the book written by Guo Chunjie. A study on non-English majors translating process of paragraphs is conducted on the basis of analyzing their transcripts and products of translating.It is found that, during the C-E translating process of paragraphs, students use a majority of strategies in the phases of transfer and reconstructing, but employ few ones in the phases of analysis and test. Besides, they use such potential strategies much frequently as REPHR.SL, [TS]com and MSL, but never use the Check strategy.What’s more, during the C-E translating process of paragraphs, they get used to taking the words or phrases as units of translation, but as to sentences, they can take sentences with simple structure rather than taking sentences with complex structure and obvious features of Chinese language as units of translation, and as to paragraphs, they never realize that paragraphs can be taken as units of translation. When it comes to problems in taking words or phrases as units of translation, they can realize and verbalize problems and solve them effectively, but their words translations are often found by chance because they get used to looking for words in the Internet without checking their answers. When it comes to problems in taking sentences as units of translation, they can realize the problems, but just can find valid solutions to some rather than all of problems. When it comes to problems in taking paragraphs as units of translation, all of them can’t realize that paragraphs can be taken as units of translation.In conclusion, there is always room to improve their competency in C-E translating for non-English majors whose translating is word for word and sentence for sentence.