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Figure 0-1 A model of translation competence for second language learners10

Figure 1-1 Holmes'basic"map"of Translation Studies28

Figure 1-2 Munday's interpretation of Translation Studies28

Figure 1-3 Liu's interpretation of Translation Studies29

Figure 1-4 Tao's interpretation of Translation Studies33

Figure 2-1 Factors that determine the skopos45

Figure 2-2 Factors that influence readability61

Figure 2-3 The marketing mix(adapted from Palmer,2004)69

Figure 2-4 Basic theories supporting translation textbook compilation73

Figure 3-1 The position of a syllabus in the whole process of teaching75

Figure 3-2 Categorization of syllabus(adapted from Cheng Xiaotang 2002:17)79

Figure 3-3 Roles of teachers81

Figure 3-4 Factors influencing the making of translation textbooks135

Figure 4-1 Recommended steps for setting up and implementing a translation teaching program(adapted from Jordan 1997:57)141

Figure 4-2 Methods of collecting data for needs analysis(Jordan 1997:39)144

Figure 4-3 A framework of new needs analysis(Masuhara,1998)149

Figure 4-4 A translation-competence-based approach to course design(translated from Wen Jun 2005:12)158

Figure 4-5 Types of translation188

Figure 4-6 Cognitive factors influencing the designing of translation exercises(adapted from ELT Journal Vol.43/1,1989:4-5)228

Figure 6-1 A theoretical framework of making a translation textbook268

Table 5-1 A glance of representative translation textbooks in China(1980-2008)248

Introduction1

0.1 Background of the study1

0.2 Definition of some terms3

0.3 Description of methodology13

0.4 Organization of the contents14

Chapter 1 A Survey of Translation Textbook Studies18

1.0 Introduction18

1.1 Translation textbook studies in the West18

1.2 Translation textbook studies in China21

1.3 Comments on the related studies both at home and abroad23

1.4 The positioning of translation textbook compilation25

1.5 Conclusion34

Chapter 2 Basic Theories Supporting the Making of Translation Textbooks35

2.0 Introduction35

2.1 Skopostheorie35

2.1.1 A brief introduction of skopostheorie35

2.1.2 Skopostheorie and the making of translation textbooks39

2.2 Communication theory48

2.2.1 A brief introduction of communication theory48

2.2.2 Communication theory and the making of translation textbooks49

2.3 Psycho-educational theories52

2.3.1 A brief introduction of related psycho-educational theories52

2.3.2 Psycho-educational theories and the making of translation textbooks57

2.4 Readability theory58

2.4.1 A brief introduction of readability theory58

2.4.2 Readability theory and the making of translation textbooks64

2.5 Marketing theories66

2.5.1 A brief introduction of marketing theories66

2.5.2 Marketing theories and the making of translation textbooks69

2.6 Conclusion72

Chapter 3 Factors Influencing the Making of Translation Textbooks74

3.0 Introduction74

3.1 Syllabus74

3.1.1 Types of syllabus74

3.1.2 Syllabus and the making of translation textbooks79

3.2 Teachers80

3.2.1 The role of teachers81

3.2.2 Teachers,methodology and textbooks82

3.2.3 Translation teachers and the making of translation textbooks83

3.3 Students86

3.3.1 The roles of students86

3.3.2 Students,methodology and textbooks88

3.3.3 Students and the making of translation textbooks89

3.4 Linguistic and language studies92

3.4.1 Traditional grammar and the making of translation textbooks93

3.4.2 Structural grammar and the making of translation textbooks95

3.4.3 Functional grammar and the making of translation textbooks98

3.4.4 Semiotics and the making of translation textbooks101

3.4.5 Semantics and the making of translation textbooks104

3.4.6 Text linguistics and the making of translation textbooks106

3.5 Translation Theories108

3.5.1 Chinese translation theories and the making of translation textbooks109

3.5.2 Western translation theories and the making of translation textbooks118

3.6 Social and cultural factors126

3.6.1 Social contexts and the making of translation textbooks126

3.6.2 Market demands and the making of translation textbooks128

3.6.3 Cultural turn in translation studies and the making of translation textbooks130

3.7 Conclusion134

Chapter 4 Developing Translation Textbooks136

4.0 Introduction136

4.1 Needs analysis136

4.1.1 Classification of needs136

4.1.2 The role of needs analysis140

4.1.3 Methods for needs analysis144

4.2 Approaches to designing translation textbooks150

4.2.1 Language-based approach150

4.2.2 Skills-based approach154

4.2.3 Translation-competence-based approach158

4.3 Principles of designing translation textbooks163

4.3.1 The principle of emphasizing the practice167

4.3.2 The principle of being guided by macro translation theories167

4.3.3 The principle of borrowing theories from other disciplines168

4.3.4 The principle of keeping up with the times169

4.3.5 The principle of user-friendliness and market orientation170

4.4 The Designing of the Components of Translation Textbooks171

4.4.1 The designing of translation theories171

4.4.2 The designing of translation methods186

4.4.3 The designing of translation techniques198

4.4.4 The designing of translation exercises213

4.5 Conclusion232

Chapter 5 Reflections on Translation Textbooks and Suggestions for Their Making235

5.0 Introduction235

5.1 A glance at translation textbooks in the West235

5.2 The implications for translation textbook making in China238

5.3 A survey of translation textbooks in China240

5.4 Comments on the established translation textbooks in China249

5.5 Suggestions for translation textbook making in China254

5.6 Conclusion259

Conclusion261

Notes269

Bibliography275

AppendixⅠ．本书中涉及的主要教材299

Ⅱ．中国大陆主要英汉、汉英翻译教材目录（1980—2008）301

Ⅲ．国内外有关翻译教材研究的主要文章和著作目录（1980—2008）307

Ⅳ．本科生翻译教材编写者调查问卷312

Ⅴ．翻译教材调查问卷313