ABSTRACT
The analysis of research on College English education in the past decade in China, made by ZHAO Yongqing et al. (2014), shows that the research papers on writing, listening, reading, and comprehensive ability account for 42% , 32% , 16%, and 6%, respectively, whereas papers regarding translation teaching for non-English majors only account for 3%. However, the situation has changed in recent years. Increasing attention has been paid to translation teaching in College English education in China. And accordingly, research on the issue has been enhanced. In the field of English teaching, some scholars and teachers have pointed out the weaknesses of translation teaching; for instance, the position is undefined, the teaching objectives cannot be achieved, teaching materials and methodology are not suitable, and so on. They have also put forward some constructive suggestions to improve the translation teaching in College English education, by means of designing relevant syllabuses according to students’ English level, updating teaching materials, adopting creative teaching methodology, and providing teacher training (WANG 2010, Li 2007, LIU 2013). But there are few research papers on translation teaching based on ESP ( English for Specific Purpose). The author has searched China Academic Journals Full-text Database with both “Translation teaching of College English education” and “ESP” as the keywords, only to find that there is no matching result. This article will discuss and analyze some problems in translation teaching of College
English education from the perspective of ESP teaching mode and try to present some countermeasures.
