非英语专业大学生汉英翻译中的错误分析

mportant in researching learners’ errors in languagelearning but had its own limitations as well. As the coming of S. Pit Corder’s paperThe Significance of Learner's Errors (1967), modern error analysis began. In thisarticle, besides the three aspects of the significance of learners’ errors, the idea thatlearners’ errors are a system was also mentioned. What’s more, Corder (1982) holdsthat learners’ error is itself a personal language; it is a phase in the process oflanguage acquisition. And a few scholars have made distinctions between contrastiveanalysis (CA) and error analysis (EA) and also have made classification for errors.Jack C. Richards (1970) considers that there are two types of errors, intralingual errorand developmental error, which both reflect the learner’s language competence at aparticular stage; besides, he explains the cause of the two errors by empirical studyand data, which are ignorance of rule restrictions, over-generalization, false conceptshypothesized and incomplete application of rules.
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2.2 Researches on the Translation Errors at Home and Abroad
Researches on translation errors analysis at home and abroad have beenrelatively few and those researches often combine with translation competence.Domestic studies on translation errors analysis start with Zhou Guangfu (1987)who thinks that translation errors mainly refer to the mistranslating the content. Andhe also classifies translation errors in his paper, including errors on choosing words,grammatical errors, logic errors, rhetorical errors, scattering and randomly adding anddeleting. From the different perspectives, translation errors are divided intooverloaded translation, padding translation, distorting meant meanings andmisunderstanding the original (Ke Ping, 1989). Fu Guoqiang (1992) publishes articleabout error analysis on Chinese-English translation, which is about the qualitativeanalysis of language errors in Chinese-English translation of science and technology.After 21stcentury, scholars mainly analyze translation errors instead of researchingtheory about translation error. For the analysis of the translation errors, however, mostof scholars focus their studies on English for Special Purpose, such as businessEnglish, medical English, English of science and technology and so forth. Eventhough there have been a few papers discussing Chinese-English translation not aboutEnglish for Special Purpose, they just took some examples and then talked about theirinsufficiency and problems.
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Chapter 3 Theoretical Foundation .... 8
3.1 Brief Introduction to Contrastive Analysis (CA) and EA .... 8
3.2 Error and Mistake .........10
3.3 Classification of Errors .........11
3.4 Sources of Errors ....18
3.4.1 Interlingual Transfer ......18
3.4.2 Intralingual Transfer ......19
3.5 Procedure of EA......20
Chapter 4 Research Design and Data Collection....21
4.1 Research Questions........21
4.2 Subjects and Research Material ....21
4.3 Research Methods .........22
4.4 Research Procedures ......23
4.5 Data Collection .......24
Chapter 5 Results and Analysis ........25
5.1 Brief introduction to the Main Results ........25
5.2 Analysis of Material .......26
5.3 Implications of Translation Teaching....38

Chapter 5 Results and Analysis

5.1 Brief introduction to the Main Results
104 students participate in this research and 312 translation texts are collected.Six of those texts are unavailable because of their unreadable writing. Besides, sixtranslation texts are the same and thus they are not included in. Among the left 300valid samples, 2301 errors are identified. 15 of