| The main purpose of this thesis is to explore how to develop MTI students’translated-oriented text analysis competence based on Nord’s model. The model isimplemented in practical teaching experiment of10weeks. The experimental teachingalso seeks to measure the data drew from the teaching experiment, to see if students’translation-oriented text analysis competence have been improved. Researchquestions based on the research purpose are:(1) What is the status quo of MTIstudents’ text analysis competence?(2) From a didactic perspective, how the teachingexperiment based on Nord’s model can help in improving translation-oriented textanalysis competence of MTI students?(3) From a view of evaluation, to what degreedoes translation experiment based on Nord’s model help improve translation-orientedtext analysis competence of MTI students?Since research into translation teaching through a theory—based learning modelis relatively an exploratory field which is in lack of systematical theories andmethodology， the current research adopts a teaching experiment for a closeinvestigation. The research seeks first to apply the text analysis theory to build ateaching experiment for improving the translated-oriented text analysis competencemost needed by the students which can not otherwise be developed adequately in thetraditional translation class. The later evaluation of the translation quality wasimplemented to see if student’s translation competence have been improved. The datafrom the experimental teaching, can also be used to evaluate the effectiveness of theteaching experiment.By resorting to adopting instruments such as questionnaire, self-report, interviewand observation, the author observes the following tentative findings：(1) Students paid more attention on linguistic transfer and tried to be faithful tothe source text as much as possible. The factors related to the market demand andcommunicative situation are ignored by students during the process of text analysis.(2) The key point of this experiment is that text analysis theory is consideredfundamental in the every step of teaching content. The whole curium setting covers asmany genres as possible. Generally speaking, texts are selected to offer a survey oftext types and genres and corresponding translation strategies from the practicalteaching are concluded as translation portfolio, helping students understand the role of textual and pragmatic factors. What’s more, Translation assignments are from thereal project involving complex extra-textual and intra-textual factors, motivatingstudents in problem-solving and learning autonomy.(3) By comparing the first test before the experiment and the final test after theexperiment, we prove that students have made remarkable progress in improvingtranslation quality, which testifies to the positive effect of the teaching experiment.Students have reduced such errors as wrong understanding and inappropriate stylemostly due to a higher textual awareness. In the second place ra nk chinglishexpression and grammatical errors, which means students have also improvedbilingual competence. Additionally students can apply the text-analysis knowledge tosolve specific textual problems. The extra-textual factors of text type, senders’intention, audience, medium are well mastered because of the frequency appearancein self-report and interviews. Correspondingly, errors of wrong understanding, andinappropriate style have decreased greatly.Text analysis theory provides teachers with the systematical theoretical supportfor course design and provides students with text analysis awareness for solvingspecific textual problems. This experiment serves undoubtedly as a preliminaryresearch indispensible for more in—depth investigation of the translation competenceand its teaching．Furthermore，it proves the feasibility for more intensive studies onlarger samples and provides reference in regards to research design，research methodand data analysis for further endeavor．... |
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