ABSTRACT
This chapter introduces the status quo of research in translation teaching, in particular, as that evidenced by scholarly outputs in China in the form of journal papers. It aims to address the fundamental issue of the nature of translation competence and translation process in an attempt to reveal their relevance to translation pedagogy. The chapter provides an overview of China’s research on translation teaching and see what has been achieved so far in respect of the formulation of pedagogical theory and the application of Chinese translation theory to teaching. In addition to the cognitive approach, Chinese researchers explored the issue of translation competence from the sociological perspective. Research in translation curriculum and pedagogy is intimately connected to research in translation competence. As more and more investigations on the nature and components of translation competence are published with encouraging results, the prospect of designing the best translation curricula and teaching materials incorporating both theory and practice is looking good.
