Volume 29, Issue 1
DOI: 10.24205/03276716.2020.156
ANALYSIS ON THE COGNITION PROCESS AND TEACHING REFORM OF ENGLISH TRANSLATION BASED ON THE THEORY OF COGNITIVE PSYCHOLOGY
Abstract
In China, teachers of English translation often focus too much on the translation result, ignoring the translation process. In fact, the translation process is critical to the translation quality. To make up for the gap, this paper explores the translation process and the teaching reform of translation education from the perspective of cognitive psychology. Students with different English proficiency and memory levels were selected to take the English translation tests, and were divided into several groups for translation cognition experiment. The experimental data were analyzed to see if the psychological cognition features of the students agree with Bell’s translation process model. The author also discussed the functions of long-term memory and working memory in the translation process. The results show that different translators have different levels of psychological cognition, which directly affects the translation results; the working memory and long-term memory also differ in their functions in the translation process. Several suggestions were thus put forward for the teaching reform of English translation in Chinese colleges. The results are of great significance to improve the English translation level of Chinese college students.
Keywords
Cognitive Psychology, English Translation, Bell’s Translation Process Model, Teaching Reform.