A Study Of Interactive Effects Of Achievement Goals And Task Difficulty Threshold On Translation Strategies

This study introduced Achievement Goal Theory into the field of translation.Based on the perspective of motivation,this study investigated the internal causes and contextual causes of English majors’ adoption of translation strategies.It also theoretically constructed an interactive model of motivational traits and perceived task context on translation strategies,aiming to explore the influencing pattern of motivational traits on translation strategies and the moderating pattern of task difficulty threshold(TDT).Based on 147 sample data of English majors from a double first-class university,the empirical results show that:firstly,in terms of applying free translation(FT)strategy,learners with mastery goal(AGO1)have the highest tendency,followed by learners with performance approach goal(AGO2),ahead of learners with performance avoidance(AGO3).Meanwhile,all the three groups avoid literal translation(LT)strategy.Secondly,TDT significantly affects learners’ adoption of LT,in ways of a U-shaped relationship between TDT and LT.Before the threshold point,learners’ tendency to adopt LT falls rapidly with the increase of TDT;after the threshold point,learners’ tendency to adopt LT rises sharply with the increase of TDT.Thirdly,all learners’ tendency to adopt FT is moderated by TDT.As TDT goes up,all learners’tendency to adopt FT rises,TDT affects learners with AGO3 most,followed by AGO2 and AGO1 in the least.The findings of the study bring important implications for translation teaching practice and translation talent cultivation.Firstly,translation pedagogues can understand the differences in translation behaviors of English majors with different AGOs with the help of motivational behavior pattern of language learning,and pay particular attention to learners with AGO3,who are the most susceptible and the cultivation quality can be ensured through standardized guidance.Secondly,translation pedagogues can refine task contexts and target contexts based on motivational influencing and contextual moderating patterns,and stimulate learners’ potentials by creating positive task context.For example,learners with AGO1 are suitable for talent fostering contexts under high pressure,learners with AGO2 are suitable for favorable contexts,and learners with AGO3 should be cultivated in encouragement contexts.Finally,translation research and pedagogues should understand the common misconceptions of English majors in translation methodology,standardize and improve their translation methodology,urge learners to understand the essential differences and complementary values of LT and FT,and guide them to adopt translation strategies scientifically in order to guarantee high-quality translation.