Abstract
Final-year translation projects (English–Chinese and Chinese–English) are found in all of the undergraduate translation programmes in Hong Kong, and most teachers of translation have been supervisors in this area. As a student-centred mode of learning, the projects serve as an important stage for students to put translation theories into full practice. In order to promote students’ learning outcomes, teachers of translation should use more effective teaching approaches. This paper offers insights from the perspective of surface and deep learning approaches, two opposite forms of learning adopted by students. Based on actual experience, this study establishes that while most students that undertake the translation project already adopt the deep approach in learning, this tendency can be enhanced and reinforced by certain methods the supervisor can adopt in the process.
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