A Brief Analysis of the Requirements for College English Translation (CET) Teaching in CET Translation Assessment

Shan Wu

doi:doi:10.11648/her.20230806.20

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A Brief Analysis of the Requirements for College English Translation (CET) Teaching in CET Translation Assessment

Shan Wu

Published in Higher Education Research (Volume 8, Issue 6)

Received: 19 December 2023 Accepted: 12 January 2024 Published: 1 February 2024

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Abstract

After the reform of Chinese English Test (CET) in 2013, the translation part was changed from single-sentence translation to paragraph translation, which increased the difficulty for both students and teachers obviously. The new translation test not only tests students' language application ability, but also requires them to be more aware of hot topics and vocabulary in Chinese history, culture, politics and economy, etc. In the meantime, The difficulty of the sentence structure and the translation of the logical relations between sentences have also been greatly increased. At least one or two long complicated sentences are included in each year’s translation test, which require advanced English ability to accomplish. It not only puts higher requirements on students, but also brings greater challenges to the teaching work of college English teachers. By summarizing the main points of translation assessment in recent years and combining with the analysis of the current situation of college English translation teaching, this paper, guided by reform and problem-oriented, puts forward new strategies from aspects of enlarging vocabulary, handling sentence structure, handwriting and more practices for college English translation teaching that adapt to the reform, hoping to better educate and guide students' translation learning, improve students’ translation ability and pass the test successfully.

Published in	Higher Education Research (Volume 8, Issue 6)
DOI	10.11648/her.20230806.20
Page(s)	269-274
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

College English Test, Translation Assessment, Current Situation of Translation Teaching, Corresponding Strategy

References

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[2]	Wang Yuqi, Yang Han, Zhang Xiaolin, On College English Follow-up Education, Forest teaching, 2014(9).
[3]	College English Test Band 6 Translation Test Guide http://ww.langfly.com/a/20100727/123846.shtml July 2010
[4]	Cai Jigang, Emphasis on College English Translation Teaching to Improve Students' English Application Ability, Chinese Translators Journal, 2003(1).
[5]	College English Test Band 6 Translation Review and Examination, http:// www.233.com/cet6/Guide/20060913/11091289.html September 2006.
[6]	Gao Jun, On Cultural Translation Teaching in College English Classes, Heiheng Journal, 2013(07).
[7]	Zhou Yanbo, Teaching Methods and Skills, Xi 'an: Xi 'an Jiaotong University Press, 2012.
[8]	Shu Dingfang, Several Important Trends in the Theoretical Research of Contemporary Foreign Language Teaching, Journal of the PLA Institute of Foreign Languages, 1995(03).
[9]	Feng Qinghua, Practical Translation Course, Shanghai: Shanghai Foreign Language Education Press, 2014.
[10]	Zhu liyun, Xujingxian, The Application of Translation Skills to CET Paragraph Translation Question Types, English Plaza, 2019(12): 39-40.
[11]	Tang Shunjiao, A Brief Analysis on the Translation Skills of CET-4 Passages, [J] Science and education literature Hui ten-day magazine, 2014, (11): 103-103.
[12]	Du Wenting, An Exploration of CET-4 Paragraph Translation and an Analysis of Skills, [J] English Square (Academic Research), 2016, (10): 119-120.
[13]	Fan Nannan, A Study on English Cultural Translation Teaching from the Perspective of Cultural Confidence, [J] Journal of School of Electronic Engineering, 2020(2): 34-35.
[14]	Qin Liuhuan, Translation of Culture-loaded Words in CET-4 from the Perspective of Skopos Theory, [J] Journal of Liuzhou Vocational and Technical College, 2017, 17(2): 91-94.
[15]	Nida Eugene A. Language, Cultural and Translating [M]. Shanghai: Shanghai Foreign Language Education Press, 1993.

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APA Style

Wu, S. (2024). A Brief Analysis of the Requirements for College English Translation (CET) Teaching in CET Translation Assessment. Higher Education Research, 8(6), 269-274. https://doi.org/10.11648/her.20230806.20

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ACS Style

Wu, S. A Brief Analysis of the Requirements for College English Translation (CET) Teaching in CET Translation Assessment. High. Educ. Res. 2024, 8(6), 269-274. doi: 10.11648/her.20230806.20

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AMA Style

Wu S. A Brief Analysis of the Requirements for College English Translation (CET) Teaching in CET Translation Assessment. High Educ Res. 2024;8(6):269-274. doi: 10.11648/her.20230806.20

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@article{10.11648/her.20230806.20,
  author = {Shan Wu},
  title = {A Brief Analysis of the Requirements for College English Translation (CET) Teaching in CET Translation Assessment},
  journal = {Higher Education Research},
  volume = {8},
  number = {6},
  pages = {269-274},
  doi = {10.11648/her.20230806.20},
  url = {https://doi.org/10.11648/her.20230806.20},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.her.20230806.20},
  abstract = {After the reform of Chinese English Test (CET) in 2013, the translation part was changed from single-sentence translation to paragraph translation, which increased the difficulty for both students and teachers obviously. The new translation test not only tests students' language application ability, but also requires them to be more aware of hot topics and vocabulary in Chinese history, culture, politics and economy, etc. In the meantime, The difficulty of the sentence structure and the translation of the logical relations between sentences have also been greatly increased. At least one or two long complicated sentences are included in each year’s translation test, which require advanced English ability to accomplish. It not only puts higher requirements on students, but also brings greater challenges to the teaching work of college English teachers. By summarizing the main points of translation assessment in recent years and combining with the analysis of the current situation of college English translation teaching, this paper, guided by reform and problem-oriented, puts forward new strategies from aspects of enlarging vocabulary, handling sentence structure, handwriting and more practices for college English translation teaching that adapt to the reform, hoping to better educate and guide students' translation learning, improve students’ translation ability and pass the test successfully.
},
 year = {2024}
}

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TY  - JOUR
T1  - A Brief Analysis of the Requirements for College English Translation (CET) Teaching in CET Translation Assessment
AU  - Shan Wu
Y1  - 2024/02/01
PY  - 2024
N1  - https://doi.org/10.11648/her.20230806.20
DO  - 10.11648/her.20230806.20
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 269
EP  - 274
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/her.20230806.20
AB  - After the reform of Chinese English Test (CET) in 2013, the translation part was changed from single-sentence translation to paragraph translation, which increased the difficulty for both students and teachers obviously. The new translation test not only tests students' language application ability, but also requires them to be more aware of hot topics and vocabulary in Chinese history, culture, politics and economy, etc. In the meantime, The difficulty of the sentence structure and the translation of the logical relations between sentences have also been greatly increased. At least one or two long complicated sentences are included in each year’s translation test, which require advanced English ability to accomplish. It not only puts higher requirements on students, but also brings greater challenges to the teaching work of college English teachers. By summarizing the main points of translation assessment in recent years and combining with the analysis of the current situation of college English translation teaching, this paper, guided by reform and problem-oriented, puts forward new strategies from aspects of enlarging vocabulary, handling sentence structure, handwriting and more practices for college English translation teaching that adapt to the reform, hoping to better educate and guide students' translation learning, improve students’ translation ability and pass the test successfully.

VL  - 8
IS  - 6
ER  -

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Author Information

Shan Wu

Jingjiang College, Jiangsu University, Zhenjiang, China

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Plain Text BibTeX RIS

APA Style

Wu, S. (2024). A Brief Analysis of the Requirements for College English Translation (CET) Teaching in CET Translation Assessment. Higher Education Research, 8(6), 269-274. https://doi.org/10.11648/her.20230806.20

Copy | Download

ACS Style

Wu, S. A Brief Analysis of the Requirements for College English Translation (CET) Teaching in CET Translation Assessment. High. Educ. Res. 2024, 8(6), 269-274. doi: 10.11648/her.20230806.20

Copy | Download

AMA Style

Wu S. A Brief Analysis of the Requirements for College English Translation (CET) Teaching in CET Translation Assessment. High Educ Res. 2024;8(6):269-274. doi: 10.11648/her.20230806.20

Copy | Download

@article{10.11648/her.20230806.20,
  author = {Shan Wu},
  title = {A Brief Analysis of the Requirements for College English Translation (CET) Teaching in CET Translation Assessment},
  journal = {Higher Education Research},
  volume = {8},
  number = {6},
  pages = {269-274},
  doi = {10.11648/her.20230806.20},
  url = {https://doi.org/10.11648/her.20230806.20},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.her.20230806.20},
  abstract = {After the reform of Chinese English Test (CET) in 2013, the translation part was changed from single-sentence translation to paragraph translation, which increased the difficulty for both students and teachers obviously. The new translation test not only tests students' language application ability, but also requires them to be more aware of hot topics and vocabulary in Chinese history, culture, politics and economy, etc. In the meantime, The difficulty of the sentence structure and the translation of the logical relations between sentences have also been greatly increased. At least one or two long complicated sentences are included in each year’s translation test, which require advanced English ability to accomplish. It not only puts higher requirements on students, but also brings greater challenges to the teaching work of college English teachers. By summarizing the main points of translation assessment in recent years and combining with the analysis of the current situation of college English translation teaching, this paper, guided by reform and problem-oriented, puts forward new strategies from aspects of enlarging vocabulary, handling sentence structure, handwriting and more practices for college English translation teaching that adapt to the reform, hoping to better educate and guide students' translation learning, improve students’ translation ability and pass the test successfully.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - A Brief Analysis of the Requirements for College English Translation (CET) Teaching in CET Translation Assessment
AU  - Shan Wu
Y1  - 2024/02/01
PY  - 2024
N1  - https://doi.org/10.11648/her.20230806.20
DO  - 10.11648/her.20230806.20
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 269
EP  - 274
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/her.20230806.20
AB  - After the reform of Chinese English Test (CET) in 2013, the translation part was changed from single-sentence translation to paragraph translation, which increased the difficulty for both students and teachers obviously. The new translation test not only tests students' language application ability, but also requires them to be more aware of hot topics and vocabulary in Chinese history, culture, politics and economy, etc. In the meantime, The difficulty of the sentence structure and the translation of the logical relations between sentences have also been greatly increased. At least one or two long complicated sentences are included in each year’s translation test, which require advanced English ability to accomplish. It not only puts higher requirements on students, but also brings greater challenges to the teaching work of college English teachers. By summarizing the main points of translation assessment in recent years and combining with the analysis of the current situation of college English translation teaching, this paper, guided by reform and problem-oriented, puts forward new strategies from aspects of enlarging vocabulary, handling sentence structure, handwriting and more practices for college English translation teaching that adapt to the reform, hoping to better educate and guide students' translation learning, improve students’ translation ability and pass the test successfully.

VL  - 8
IS  - 6
ER  -

Copy | Download