A Study On Non - Literary Translation Teaching Model Based On "Translation Outline"

In China’s traditional model of non-literary translation teaching, tacher’s role inclass is superior by imparting knowledge and students only as passive recipients ofknowledge; furthermore, materials selection is relatively old and the translationtextbooks are also dull and stale. In the translation evaluation part, teacher’s summativeassessment as the only source of students’ achievements evaluation is not objectiveenough. The ultimate goal of teaching is to provide a reference translation from theteacher. This teaching model is not only bound to reduce students’ enthusiasm,alsoharmful to improve their translation competence.As an important part of German functionalism, appling “translation brief” totranslation teaching can solve the shortcomings of our current non-literary translationteaching. According to the idea of German functionalism,this study attempts tointroduce “translation brief” throughout the whole process of translation teaching: topropose specific "translation brief" based on specific translation tasks; the studentswould not only just be seen as the teachers’ teaching object, but also the ones who canfinish the translation task effectively. A translation brief can help them determine thepurpose and genre specific characteristics and decide the translation strategies, thenevaluate the translation from a translation brief view in the translation process.Therefore, the translation competence will be improved steadily and the currentnon-literary translation teaching will make a change. Through an empirical study in atwo-semester teaching practice, this paper tries to prove that the “translation brief”teaching model can effectively improve the students’ translation ability and promotethe healthy development of non-literary translation teaching.