An Empirical Study Of Task-based Language Teaching In The Teaching Of Translation For Non-english Majors

Task-Based Language Teaching is one of the most popular approaches in the foreign language teaching field. The previous teaching methods such as the PPP (Presentation, Practice and Production) and CLT (Communicative Language Teaching) set a good framework to this relatively new teaching methodology which is firstly put forward by Prabhu. Since 1980s TBLT gradually takes the place of Communicative Language Teaching by putting emphasis on"learning by doing". TBLT features learner-centered and process-oriented, emphasizing on the authenticity of teaching environment and teaching materials. Meaning becomes the focus in teaching procedure. Students make use of opportunities to apply target language, aiming to communicate meaningfully. The teacher designs tasks according to teaching goals, teaching materials and the real situations of students. The purpose of TBLT aims to develop students'linguistic competence and communicative skills through language use in the real-world situations. Accordingly, in 2001, the Ministry of Education put forward the New English Curriculum Standard,proposing the idea of TBLT to develop students'competence of using the target language. Learning is given great weight by emphasizing students'active involvement, practice, participation, communication and cooperation in classroom. Researchers propose to adopt it in foreign language teaching circle, focusing on the learning process closely connected with real meaning. TBLT is proved efficient to facilitate students'acquisition of communicative competence in teaching basic language skills such as listening, speaking, reading and writing.However, the feature of teacher-centeredness still prevails in previous teaching models due to cultural and educational factors in history. Teacher-centeredness is one of the characteristics in foreign language teaching, especially in translation teaching. Most people take it for granted that the teacher is respected as authority to present knowledge and students are treated as obedient receivers in class. The teacher dominates translation classes by presenting theories, skills and even language points. It is assumed that students naturally enhance their ability by integrating skills and strategies in translation exercises. Textbooks and references become the absolute authority to measure students'performance without flexibility and creativity. Students become passive learners in the teaching process. The teaching contents and exercise activities are often separated from the real translation practice. Translation classes are unconsciously shifted to focus on pure linguistic or grammatical problems. Students gradually lose confidence to learn translation skills and strategies in real application. It is difficult to stimulate students'learning motivation and translation interests. There is a lack of interaction between the teacher and the students in the teaching environment.The thesis explores the feasibility of adopting TBLT in translation classes for non-English majors. Current situation shows that non-English majors put less emphasis on learning translation which is a relatively difficult skill to master when compared with other basic language skills. TBLT is adopted with the aim to solve teacher-centered problem in previous translation teaching mentioned above. This thesis begins with reasons to adopt TBLT by reviewing the previous achievements on TBLT home and abroad. The definitions, characteristics, principles and some major theoretical basis of TBLT are introduced as guidance to this empirical study. The traditional PPP approach and TBLT are adopted in two classes respectively. Questionnaires and tests are used to get feedbacks from students. Relevant statistics reveal that students in this study enjoy TBLT enthusiastically when treated as the center of class, changing the original role of obedient and passive receivers oppositely. The teacher just acts as an organizer, observer, motivator and supervisor. Student-centered and practical service-oriented are characteristics of translation class. Opportunities are offered for students to participate in real-world tasks to achieve a translation purpose and implication of relevant translation skills. This is the practical activity of"learning translation by translating". Students become active and cooperative to experience translation skills and strategies. The process of completing tasks promotes strong sense of initiative and responsibility. The research shows that TBLT translation teaching is feasible in bringing higher efficiency in stimulating students'learning motivation, productive ability, cooperative ability, communicative skills and translation competence as well.