| With the development of the society, translation is becoming a kind of ability in urgent need. However, translation has always been a weak link of English teaching in vocational and technical colleges (VTCs). In this way, what is one of the most urgent problems to solve in English teaching is how to treat students'errors in translation, to help them to analyze, correct, reduce errors, and improve their translation level.This paper, with the theories of Error Analysis (EA), Contrastive Analysis (CA), and Interlanguage(IL) as its theoretical guidance,124 Chinese-English translations of the second-year non-English majors from a vocational and technical college as research sample, identifies and categorizes statistically the errors committed by the students and tries to find the sources of these errors. The findings indicate that the most frequent errors are the lexical and grammatical errors. What's more, the study reveals that these errors generally come from the following aspects:inter-lingual interference, intra-lingual interference, induced factors, students'poor Chinese, lack of necessary translation skills, communicative strategies and cognitive factors. The errors caused by mother tongue interference account for almost half of all errors.On the basis of the survey, the paper offers some suggestions for English teaching in vocational and technical colleges:adopting positive and active attitude towards the students'errors and take appropriate and effective corrective strategies to help students correct their errors, to speed up the process of the interlanguage (IL) drawing close to the target language(TL); strengthening the teaching of rudimentary knowledge of English, i.e. realizing the importance of teaching vocabulary and grammar; consciously employing contrastive analysis to teaching; expanding input and encouraging students to read widely; teaching necessary translation skills and give the students relevant training.
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