A Study On Teaching Method Of Translation Course For English Majors From The Perspective Of Contrastive Linguistics

With the development of globalization, cross-cultural communication activitiesincreased dramatically in all areas. As an international means of communication,translation has become a skill that English learners must master. English majorstudents are the important group of translation learning. So, in the daily teaching, howto improve students’ translation level becomes extremely important. In order to findthe inner features in vocabulary, syntax and discourse between Chinese and Englishfrom the perspective of comparative linguistics, with the purpose of finding aneffective way to promote translation teaching, this thesis concentrates on the study oftranslation teaching for English majors by using the contrastive analysis theory.Applying contrastive linguistic theory and methods to guide the translationteaching of English majors is an attempt. Contrastive analysis is the importanttechnique of contrastive linguistics (CL). This thesis contains six chapters. Chapterone is the introduction which tells the object, significance and motivation of thepresent research. Chapter two is the literature review. The author briefly discusses thebackground of this research and reviews other scholars’ research findings. Chapterthree contains two parts. In the first part, students’ translation errors have beencollected from their practice and tests and represented in this thesis. And these errorsare classified into three types from lexical level, syntactical level and discourse level,then the author analyze the cause of these errors. In the second part, it shows theexperiment design and data analysis. Chapter four includes translation teachingapproaches which are based on contrastive linguistics. In chapter five, the authorgives some pedagogical implications. Chapter six is the conclusion. In this thesis, in order to improve students’ translation ability, the translation teaching approachesbased on contrastive linguistics have been used in translation teaching.In order to test the effectiveness of this approach, the author used the instrumentof interview, questionnaire and test in the experiment. The experiments on teachers and English majors have contained thepre-test and post-test. The author collected and analyzed the results and data. Bycomparing the result of the two classes’ tests and data analysis, it can be proved thattranslation teaching based on CL did help to promote the translation ability of thestudents. Finally, this research’s limitation has been pointed out, and some advice ontranslation teaching has been come up with for further researches.