An Empirical Study On The Application Of Error Classification-analysis Model To Redundancy Correction In C-E Translation Teaching

For Chinese EFL learners, translation competence directly concerns theirunderstanding, acception, output and acquisition of foreign language to a great extent.Nevertheless，problems such as over-literal translation, mechanical translation and“Chinglish-styled translation” are not but common occurrences in Chinese ELFlearners’ translation works, mirroring certain imperfection in the present translationteaching in China.This research believes that error analysis and contrastive analysis can beintegrated with translation teaching. Through the means of explaining cross-languagedifferences and the formation principium of the error, language teachers can guidelearners to correct error spontaneously with thorough understanding of error’s quality,thus promote their preciseness in translation and enhance their language cognitionand expression competence. In view of the above standpoint, the study tends toestablish an Error Classification-Analysis model for translation teaching, which isprogrammed on theoretical basis of the innovation of previous achievement in errorclassifications and error analysis proposed by Pit Corder (1974). The model ischaracterized by the classification according to its nature and origin which tends to beanalyzed and the method of contrastive analysis in explaining errors. The tasks of themodel is to help promote the learners’ understanding of errors, correct errors,strengthen applying ability of translating strategies and therefore enhance translationcompetence and establish awareness of language contrast and analysis. Redundancy,the prevalent problem among Chinese EFL learners’ C-E translation, is chosen as thetarget for this study. The formulation principium of redundancy serves as the basis onwhich the accordingly classification-analysis method is formulated as experimentprocedure of this study, so as to verify the efficiency to resolve specific languageerror of the Error Classification-Analysis Model established in this study.A hybrid research methodology is employed in the study. An empirical study is carried out in Sias International College of Zhengzhou University for five weeks,involving sixty junior English majored students from English Department, with halfof them composing the experimental group and the rest composing the control group.Both of the two groups have participated three tests, namely pre-test, post-test andre-test, and the experimental group has participated two questionnaires before andafter the experiment. The results of the tests are collected and analyzed byindependent-sample T-test, paired-sample T-test and Levene’s Test for equality ofvariances by SPSS16.0software before three conclusions have been drawn:1) The error classification-analysis model for translation teaching can help thestudents reduce redundancy errors in instant term;2) The model can help the students establish the awareness of avoidingredundancy errors thus correct errors in comparatively long term;3) The model is more efficient in correcting redundancy errors in comparisonwith traditional translation teaching model.At the end of this thesis, the author pointed out the implications of the study ontranslation teaching, the research’s limitation, and suggestions for further study.