Issues And Countermeasures Of Translation Teaching For English Majors In Higher Vocational Colleges Under Working-integrated Learning Mode

Translation teaching for the English majors in higher vocational colleges has become an important part of higher vocational education with the rapid economic and social development.Influenced by a series of factors,English translation teaching for English majors in higher vocational colleges still has certain limitations and it has not gained widespread attentions in the foreign language educational field.Thus,the current situation of English translation is not satisfying.English translation teaching for the English majors in higher vocational colleges featured in "Working-integrated Learning" mode is geared to the needs of the social market,and it also takes the development of the students' application abilities of social service as the leading factor while emphasizing specialty and practicality.However,the validity of English translation teaching of English majors in higher vocational colleges under "Working-integrated Learning" mode has been criticized for the shortage of empirical researches.More studies should be conducted to provide empirical evidences for it.The paper aims to point out the existing issues and analyze the causes of it,by the means of checking into the current situation of English translation teaching of English majors in higher vocational colleges under "Working-integrated Learning" mode.Through the empirical research,some purposeful countermeasures have been presented in the paper.In the ways of improving teaching objectives,teaching contents,teaching methods,teaching ideas and evaluation system,it can cultivate students' application abilities of English translation,improve teaching effect,and finally achieve the ultimate goal of higher vocational education.In doing so,it enables teachers to understand student' current acquisition situation of English translation so as to put forward countermeasures to guide their own English teaching.In addition,it helps students get objective and scientific understanding of themselves and find the direction for their future English translation learning.The paper is based on the theories of Constructive Theory,Effective Filter Hypothesis,and Heuristic Teaching Method.For the English translation teaching of English majors in higher vocational colleges under "Working-integrated Learning" mode,it is supposed to encourage students to cultivate their self-confidence,and inspire them to develop their mind.The present study lasted four months(from September,2014 to January,2015).Sixty sophomores in Changsha Environmental Protection College were involved in the experiment.Various instruments were adopted to provide multiple sources of data,such as including translation writing products,interview,questionnaires,etc.,for the purpose of studying the following question: Through applying the combination of the classroom teaching and heuristic teaching methods,team collaboration and Interaction Hypothesis under "Working-integratedLearning" mode,will it be able to improve English translation proficiency of students of English majors in higher vocational colleges?The present study can be roughly divided into three stages: first,before the experiment.Sixty participants were selected out for the control group and experimental group according to the reading comprehension test scores.Second,during the experiment.The researcher,working as an English translation teaching teacher,designed English translation curriculum geared to "Working-integrated Learning" mode.Third,after the experiment.Multiple sources of data were sorted out for further analyses.Tentative conclusion could be arrived at according to the present study: through applying the combination of the classroom teaching and heuristic teaching methods,team collaboration and Interaction Hypothesis under "Working-integrated Learning" mode,it will be able to improve English translation proficiency of students of English majors in higher vocational colleges and strengthen their employment competitiveness.