| With the rapid development of economic globalization and the Internet,oral and written translation activities and practices are getting increasingly active,and the English-Chinese translation competencies are being attached much importance gradually during the talent training.Although college English teaching objectives have clear requirements for students’ translation competence,the current problems exist in the college English translation classes,such as a single teaching model,insufficient research and so on,which lead to the lag of students’ translation competence compared with other language competences.However,the product-oriented translation teaching model lacks the classification,qualitative analysis and cause analysis of learners’ translation errors in teaching practice,which leads to the prominent recurrence of learners’ translation errors.The error analysis theory has great significant value in solving such problems.However,the existing research on error analysis mostly focuses on language acquisition and writing,the classification and qualitative study of translation errors are rarely seen.As a result,it is undoubtedly a new attempt to apply the error analysis theory to translation research and teaching practice.Based on the framework of translation error classification,this study proposes the error analysis-based translation teaching model.On this basis,through empirical research,this study compares the effect of the product-oriented translation teaching model and the error analysis-based translation teaching model on the improvement of students’ translation competence.This study selected 80 non-English major freshmen from two natural classes for the background investigation and translation pretest.Then,through corpus analysis,the translation errors in the collected corpus were labeled,classified and counted for frequency,and the characteristics and causes of the subjects’ translation errors were analyzed.Before the teaching experiment,this study also investigated the consistency of the language proficiency of the two classes and assessed the consistency of the subjects’ translation proficiency with the comprehensive scoring method based on a six-four scale.Since then,the error analysis-based translation teaching model has been implemented in the EG,and the product-oriented translation teaching model has been implemented in the CG,so as to verify the teaching effects of the two teaching models.The research displays that: 1)there are 3 types of translation errors made by students,11 categories,and the frequency distribution from high to low is as follows: language errors(41.90%)>rendition errors(32.92%)>miscellaneous errors(25.18%).The main causes of translation errors are mother tongue interference,unfamiliarity with Chinese sentence patterns and components,limited vocabulary reserve,lack of English thinking,wrong understanding and application of English grammatical rules,lack of translation skills,improper vocabulary selection and so on.2)There are significant differences in translation competence before and after the translation tests in the EG.Results of paired samples T-test demonstrate that there are significant differences in two translation post-test scores(t=-5.76,p=.000<0.05;t=-6.73,p=.000<0.05),the total number of translation errors in two translation post-tests(t=5.775,p=.000<0.05;t=7.77,p=.000<0.05),language errors(t=2.104,p=.044<0.05;t=2.44,p=.021<0.05)and miscellaneous errors(t=8.83,p=.000<0.05;t=9.70,p=.000<0.05)in EG before and after the experiment.However,there is no significant difference in rendition errors(t=-.064,p=.949>0.05;t=.325,p=.747>0.05)in EG before and after the experiment.This indicates that the error analysis-based translation teaching model has a positive effect on the overall improvement of students’ translation competence,but it has no obvious guidance on rendition errors.3)The translation competence of the EG are significantly improved compared to the CG after the teaching experiment.Results of independent samples T-test uncover that there are no significant differences in translation pretest scores(t=-1.9,p=.064>0.05),the total number of translation errors(t=0.682,p=.497>0.05),rendition errors(t=-1.57,p=.121>0.05),language errors(t=.535,p=.595>0.05)between EG and CG before the experiment.However,there is a significant difference in miscellaneous errors(t=2.09,p=.042<0.05),that is,the EG has more miscellaneous errors than the CG.Results of independent samples T-test testify that after the teaching experiment,there are significant differences in the score of translation post-test A(t=.036,p=.036<0.05),the total number of translation errors of translation post-test A(t=-2.88,p=.005<0.05),language errors of translation post-test A(t=.009,p=.009<0.05)between EG and CG after the experiment.But,there are no significant differences in rendition errors of translation post-test A(t=-1.81,p=.075>0.05)and miscellaneous errors of translation post-test A(t=.295,p=.769>0.05)between EG and CG after the experiment.Results of independent samples T-test manifest that there are significant differences in the score of translation post-test B(t=2.26,p=.029<0.05),the total number of translation errors of translation post-test B(t=-3.74,p=.000<0.05)and language errors of translation post-test B(t=-2.86,p=.006<0.05)between EG and CG after the experiment.And there is also a significant difference in miscellaneous errors of translation post-test B(t=-3.23,p=.002<0.05),that is,the CG has more miscellaneous errors than the EG.However,there is no significant difference in rendition errors of translation post-test B(t=-.046,p=.964>0.05)between EG and CG after the experiment.The results of comparison between the two post-tests and pretest fully lend support to the view that the error analysis-based translation teaching model can better decrease students’ language errors and miscellaneous errors than the product-oriented translation teaching model,but the effect of the two teaching models on the improvement of rendition errors is basically same.Therefore,the results of this study can be used as a good reference for translation teaching in the future.First,in translation teaching,teachers can not only analyze the quality of students’ translation from the perspective of the translated text,but also analyze the causes of students’ errors from the micro perspective,so that translation teaching can get twice the result with half the effort.Second,the error analysis-based translation teaching model can help students self-correct in translation practice,understand and correct their own errors based on teachers’ feedback so as to improve their translation competence.Third,in order to decrease students’ translation errors and improve their translation competence,teachers and students should make joint efforts and take corresponding measures. |
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