Abstract
Error Analysis is one of the most common methods in statistics. According to Corder S. P (1967) error is significant to learners. This paper applies it to the teaching of Chinese-English translation. Taking a whole class as a research unit and by analyzing the common errors made by students in their homework, the researcher records the error types, numbers of each type of error as well as the corresponding frequencies separately. Then the researcher lists out the top six errors and calculates the total frequency of them (total percentage of the six errors occupied in the class). After the analysis, the teacher feedbacks the results to the students as well as explains the methods of error identification and correction. This paper compares two non-English major classes with 60 freshmen; one has adopted “Error Analysis” in the teaching of Chinese-English Translation, while the other has not. Finally after one semester, the class which has applied “Error Analysis” makes greater progress than the class not. From some aspects, the research does show that “Error Analysis Teaching Method” could promote the Chinese-English translating skills of non-English major freshmen. Though this research has its limitations, it is valuable in improving the traditional translation teaching strategies.
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