| From the last century, with the continuous development of economy, more and more people start to focus on studies and practice of vocational education. English curriculum is an organic part of vocational education,so it also has attrated more and more researchers who work on training high quality talents. There is a problem in vocational English teaching now. This problem is reflected as : on the one hand, the current English teaching in vocational colleges obviously becomes a dispensable appendage, and the teaching process is often boring and impractical. As a result, it leads to students’ low interest and poor teaching effect. On the other hand, the majority of the vocational graduates enter into various industries. They need to translate some materials, such as English letters, advertisements, instructions and so on. But their knowledge is far unable to meet their occupational needs. Therefore, how to build a more effective teaching model to enhance students’ interest in translation and to improve their level of translation is a question worth thinking about. Since 1980 s, with the popularity of powerful multimedia computers and the emergence of global networks, computer-aided teaching has aroused growing interests among researchers. Among them, Computer-Aided Translation Teaching(CATT) has been appreciated by many educators, and its great potential has been recognized by many language teachers. In the academic world, many scholars think that Neobehaviorism and Constructivism have a close relationship with CATT. Both are considered as important theoretical foundations of CATT. The combination of computer with Neobehaviorism and Constructivism can form a student-centered interactive mode of translation teaching which pays attention to the experiential learning and interactivity of translation teaching. In this paper, the author systematically elaborated the theoretical foundation of CATT, the research design and conclusion. Before the teaching experiment,the author made surveys and tests to learn about students’ interests and their translation proficiency. After a period of ten weeks of teaching experiments, the author conducted a post-questionnaire and a post-test. The study took the non-equivalent control group designed as the model of the experiment. All the subjects from two parallel classes are selected from Xuanhua Science and Technology Vocational College. Class A is the control group, using the traditional translation teaching methods. Class B is the experimental group, which is applied CATT. The results of the experiment prove that the application of CATT in English translation teaching in vocational colleges is feasible and has positive impact. That is, CATT can enhance students’ interests in learning, improve their proficiency of translation. But the teaching experiment is not perfect, such as short experimental time, small subjects group and the student may become dependent on translation tools and other issues. The author hopes that this study will provide a reference for vocational English teaching. The author also offered constructive suggestions to improve vocational translation teaching.In the paper, the first chapter describes the general contents of the paper and the issues,including research background, research significance and research organization. The second chapter mainly introduces theoretical basis of CATT, Neobehaviorism and Constructivism. Chapter three describes research design, including the research questions, research subjects, research instruments, research procedure and a sample lesson plan. The fourth chapter analyzes the questionnaires by Likert Scale and the tests results by statistical software SPSS.17.0. Chapter five is a conclusion. |
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