A Model For E-C Translation Teaching In HVTI

The present study is aimed to find a more effective model for teaching E-C translation to English majors in Higher Vocational Technical Institute (HVTI). It is an experimental study by nature.In the field of English teaching in HVTI, much research has been done on reading and writing, but little has been done on translation teaching for HVTI students. Feedback from the students interning with the enterprises shows that the students usually think it difficult for them to do the translation work in business. Therefore, it is the translation teachers' responsibility to do some research in this field in order to meet the social needs for qualified translators.According to Nida's and Gile's model of translation process, translation is a process of comprehension and reformulation. It is in this process that the teacher can find the students' problems easily and help the students accordingly. Furthermore, educational psychology believes that the teacher's job is more than transferring knowledge to the students but helping the students to construct their own knowledge. These two factors prompted the author of this thesis to design a student-centered and process-oriented teaching model for E-C translation in HVTI.In this research, an experiment was carried out to test the effectiveness of student-centered and process-oriented teaching model.The subjects were from two natural classes in Changzhou Textile Garment Institute. Class 1 was the experimental group, instructed under the student-centered and process-oriented teaching approach, and Class2 served as the control grouop, taught in the traditional method. The data were collected from the translation pre-test, post-test and the students course evaluation. The experiment results show that the experimental group outperformed the control group in both the content correspondence and the adaptation of the target text to target language. The data from the students' course evaluation indicated that the students in the experimental group welcomed the teaching model proposed and the role of the teacher being more of a consultant than of a knowledge transferor. Quite some students did not like writing problem report, but the reports they wrote did show that they benefited from this activity.