Research On English Classroom Translation Teaching From Perspective Of Theory Of Cohesion And Coherence

This thesis aims at involving the concept of cohesion and coherence into classroom translation teaching and discussing the possible effect and result of four dimensions brought by its involvement. It is based on the introduction of discourse-oriented translation theory and analysis on the disadvantages in traditional translation teaching. Beside, cohesion and coherence are regarded as two important elements in discourse analysis."Discourse analysis" was firstly put forward by Z. S. Harris in his article Discourse Analysis published in Language in1952. He pointed out that language is not dispersed in the form of words and sentences but a cohesive and coherent unit. In1976, Halliday&Hassan illustrated in the book Cohesion in English that the concept of cohesion is a semantic one; it refers to relations of meaning that exist within the text, and that define it as a text. Therefore, cohesion is part of the text-forming component in the linguistic system. Later, professor Hu Zhuanglin (1994) illustrated in his book Discourse Cohesion and Coherence that discourses are language in nature that expresses a complete thought without any grammatical restriction of sentence in certain context. In this regard, discourse is thought as the minimum unit used for understanding and analyzing a text. In the meantime, Zhang Delu (2003) continued to discuss the condition of coherence and mechanism of cohesion in a discourse. He concluded that condition of coherence contains two aspects: internal condition and external condition. Moreover, Li Yunxing (2001) illustrated that translation process is seen as activity of cross-cultural communication. He mentioned that translation is developed into two trends:changing from static analysis to dynamic analysis at the first place; diverting from micro-analysis on words and phrases to macro-analysis on the whole text. The change and diversion greatly exert a positive influence on breaking through the traditional translation teaching.Although many papers have been devoted to discussing the application of discourse into translation theory and translation teaching as well, few researchers focus on more specific area of discourse analysis:the application of cohesion and coherence in classroom translation teaching, especially on the perspective of procedure and organization. Moreover, a large number of researchers deal with applying discourse into translation through comparing and analyzing the translated version of certain translator, and then they obtain the possible result of the advantages of adopting discourse analysis on source language before translating. This mode is generally accepted as translation critic mode. However, the researchers seldom shift the research focus from common group of readers to particular group of students in classroom translation teaching. In this sense, this paper is aiming to balance either the linguistic or cultural analysis on translation through introducing cohesion and coherence in classroom translation teaching.The thesis begins with a literature review of the previous studies on concept of cohesion and coherence, linguistic-oriented and culture-based translation theories and application of cohesion and coherence in translation teaching, which aims at finding out what have already been done and what still need further research. Chapter3examines the methodology and object of this research. Chapter4gives three detailed procedures of organizing pre-activity, main-activity and post-activity of classroom translation teaching through application of cohesion and coherence. In chapter5, the author illustrates four dimensions. The primary attention is given to the discussion of discourse-oriented translation skills. After that, it analyzes emotional recognition through achieving empathy with the author. Then, it classifies the cultural awareness. Finally, it proposes logical thinking. In conclusion, the thesis sums up the main findings, implications, limitations and suggestions to the readers and further research.It is application of cohesion&coherence that either functions dramatically in improving translating ability or enhancing emotion, strengthening cultural awareness and training logical thinking simultaneously in classroom translation teaching.