Abstract

This paper presents the validity and feasibility of Chinese grammatical knowledge in translation competence. Based on empirical research and think-aloud protocols, details of our research design include questionnaire, pretest and posttest, teaching procedure and verbalization recording process. Pretest and posttest testify that twelve participants’ translation competences are improved after Chinese grammatical knowledge is taught. Verbalization recordings demonstrate that participants’ translation competences are improved after Chinese grammatical knowledge teaching only because of the grammar. Implications and limitations for further study to translation teaching are discussed.

This work is licensed under a Creative Commons Attribution 4.0 License.