Translation Textbook And The Development Of Textual Translation Competence

Great progress has been made in translation teaching along with the great progress made in translation studies. Theoretical updates in linguistics and translation studies provide translation teaching and compilation of translation textbooks with an all-new model.The western text analysis theory has exerted so great influence on translation teaching and on translation textbook construction in China that more and more teachers have accepted textual analysis translation teaching with an emphasis on the students'ability to analyze context, understand the source text and reproduce the target text with the closest style and the complete meaning as to the source text.'Text analysis'has also been applied to the compilation of translation textbooks, which promotes the completion of the translation teaching reform from the word/sentence-centered translation textbooks to text analysis-guided ones. However, among the text analysis-guided translation textbooks, Course-book for English-Chinese & Chinese-English Translation compiled by Professor Peng Changjiang is one of the first very few textbooks to be published.Course-book for English-Chinese & Chinese-English Translation is aimed at developing the students'translation competence by attaching importance to cultivating the students'textual awareness, contextual consciousness and translation thinking, which makes this textbook different from other textbooks. The paper aims to discuss the textual approach to translation competence based on Course-book for English-Chinese & Chinese-English Translation.The paper consists of six chapters. The first chapter is an introduction to research objective, research method, research significance and organization of the study. The second chapter is mainly a literature review of translation textbooks studies in the West and in China. The third chapter is to talk about text analysis and then the textual approach to translation, as well as the importance and the necessity of textual translation. The fourth chapter mainly discusses the different definitions towards translation competence both in China and abroad. The fifth chapter is an introduction to Course-book for English-Chinese & Chinese-English Translation and its contributions to the development of textual translation competence and then its limitations which is the key to the paper. The sixth chapter is to first have a discussion about the problems in translation teaching nowadays and second give some suggestions for further improving textual translation teaching with the commitment to better improve the students'textual translation competence. The paper will be ended with a conclusion.This thesis holds that to explore translation competence with a textual approach is an inheritance; yet to explore it with the combination of the construction of translation textbooks is an innovation. However, the construction of translation textbooks is huge systematic project, calling for the long-term and joint efforts from all of us.