The Application Of Scaffolding Instruction To English To Chinese Translation Teaching

English to Chinese translation teaching approaches have been improved more in recent years, for example, translation teachers have been realizing the disadvantages of the traditional approach, but owing to some limitations of teaching conditions and syllabus plans, the traditional approach having the basic process of"presentation-explanation-practice-correction"is still mainly used in English to Chinese translation class. Under the direction of this English to Chinese traditional teaching approach, students'translation often lacks originality and seems to be inflexible. Therefore, on one hand, it is hard to improve students'actual translation competence and techniques effectively; on the other hand, time for independent thinking and cooperative discussion is limited. Hence, these disadvantages can not contribute to enhancing students'initiative, learning interests and creativity and no good use for better understanding source texts and improving the quality of translation.Scaffolding instruction guided by constructivism theory provides a brand-new teaching idea, which is based on learners'practical level, and applies various methods systematically and orderly so as to guide learners to construct knowledge actively and then achieve higher level. And scaffolding instruction can adopt different teaching methods and provide correlated scaffolds flexibly in light of different teaching situation. At present, this instruction has been adopted to foreign language teaching, for example, which has been widely used in English writing, listening and so on. But systematic studies of the application of scaffolding instruction to English to Chinese translation teaching are still fewer nowadays. Therefore, this study intends to apply this instruction as a teaching approach to English to Chinese translation teaching, which aims to explore whether there are more advantages than traditional teaching approach or not.In order to test whether scaffolding instruction can achieve expectant hypotheses or not, firstly, this thesis did the literature research about scaffolding instruction both home and abroad, and also about English to Chinese translation teaching approaches at home; then analyzed some relevant theories of applying this instruction to English to Chinese translation teaching and implemented the experimental study based on these theoretical foundations. The author carried out the experiment in 95 juniors who were divided into experimental class with scaffolding instruction design and control class with the traditional ppp approach separately from Foreign Language Department of Qindao College, Qingdao Science and Technological University. This thesis involved some instruments like tests, classroom audio-recording, students'logs and interview, and then the author used SPSS software doing statistics and analyzed quantitatively based on some collected data. The results of the empirical study can be safely shown: (1) scaffolding instruction is more effective in improving students'translation competence based on the diversities and accuracy of translation versions; (2) this new translation teaching instruction is prone to create an excellent and harmonious relationship between teachers and students in English to Chinese translation class, so it can strengthen students'self-confidence and lessen the level of class reticence; (3) scaffolding instruction can arouse students'more interests and initiative. In the end, the author summarized the study by describing some major findings, limitations and some suggestions for further researches.