Abstract
This paper is mainly concerned with the implications of cognitive linguistics for MTI translation teaching, with an emphasis on the implementation strategies and teaching procedures. Cognitive linguistics sheds new light on translation teaching by focusing on the translation process itself and regarding translation as a cognitive activity of the translation subject. The three major steps of translation teaching include both the design of the framework structure and the handling of the details, reflecting the teaching philosophy of teachers as “guiders” and “facilitators” and students as “active constructors of knowledge meaning”, which provides practical ideas for the adjustment of translation teaching.
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