“互联网+”背景下的大学英语翻译教学研究 -以吉林建筑技术大学为例

PAGEResearchonCollegeEnglishTranslationTeachingUnderthe“Internet+”Background－TaketheJilinUniversityofArchitectureandTechnologyasanExampleCONTENTSABSTRACT I摘要 III.INTRODUCTION 1II.INTERNET-BASEDTRANSLATIONABILITY 32.1CharacteristicsandClassificationoftheInternetPlatform 32.2Internet-basedTranslationAbility 4III.METHODOLOGY 63.1Subjects 63.2Purpose 63.3Instruments 63.3.1Questionnaire 63.3.2Interview 73.3.3Investigation 83.4ResearchProcedures 83.5DataAnalysis 83.5.1StatisticalAnalysisofQuestionnaireData 83.5.2InterviewandAnalysis 93.5.3InvestigationAnalysis 10Ⅳ.RESULTSANDDISSCUSIONS 114.1UsingNewFormsofTeachingMethods 114.2.ImprovingTeacher’sTeachingMethods 124.3EncouragingStudentstoLearnIndependently 13Ⅴ.CONCLUSION 14ATTACHMENT 15REFERENCES 19ACKNOWLEDGEMENTS 20PAGEIIABSTRACTTherapidriseoftheInternetinrecentyearshaschangedthewaymostpeoplelive.Fromthepointofviewoflearningmode,theInternetplatformnotonlyprovidesteacherswithalargenumberofprofessionalanddiverseteachingmaterials,butalsoprovidesstudentswithalotoflearningplatforms.JustlikeEnglishtranslationmajors,studentscanimprovetheirtranslationabilitybymeansoftranslationsoftware,dataquestionbankandsoon.Fromtheperspectiveoftranslationindustry,translatorsshouldnotonlyhaveenoughexperience,butalsoneedahighdegreeofprofessionalisminthefaceofsomeformaloccasions.Therefore,asareserveforceinthetranslationindustry,studentsmajoringinthismajornotonlyhavetowalkalotofpractice,butalsoneedtobeabletocombinetheirownlanguagewithEnglishperfectly.Asabasicpoint,theInternetplatformprovidesalargenumberoflearningresourcesindifferentapplicationfieldswitharadialmodel,sothatourapplicationsandrealityhaveabetterfit.InthemodeoftheInternet,whethertheactiveaccesstoresourcesultimatelydependsonthestudentsthemselves,andforthemarket,thesurveyorinformationisless.Asaresult,wehavelaunchedaseriesofresearchandinvestigationfromthispointofview.BasedontheInternet,thispaperexploresthelearningmethodsofcollegeEnglishtranslationandthedegreeofstudents’adaptationunderthismodel,andmakesasummaryandrelevantfeedbackontheresults.Firstly,theexistingtranslationlearningplatformsareclassifiedandsummarizedbyreadingalargenumberofmaterials.Secondly,bymeansofdatacollection,questionnairesurveyandinterview,itisfoundthatmostcollegestudentshaveahighdegreeofaccommodationforInternetEnglishtranslation.Finally,thecomparisonandsummaryoftheInternetteachingmodelcomparedwiththetraditionalteachingmodeloftheoptimizationpoint.Keywords:Internet;translationteaching;learningmechanism摘要近几年互联网的飞速崛起，改变了大多数人的生活方式。就学习模式的角度来说，互联网平台不仅提供了教师大量专业且多元的教学资料，还提供给学生许多的学习平台。就像英语翻译专业，学生可以通过翻译软件，资料题库等多种手段来提升自己的翻译能力。从翻译行业的角度来说，译者不仅要有足够的经验，在面对一些正式场合时还需要极高的专业性。因而作为翻译行业后备军的该专业的学生，不仅要走大量的练习还需要能将自己的语言与英语完美结合。互联网平台作为一个基点，以辐射状的模式在不同的应用领域里提供了大量的学习资源，使我们的应用与实际有了较好的切合。在互联网的模式下，能否积极主动的获取资源最终还是在于学生自身，而对于市场来说，该方面的调查或者资料显示都是较少的。于是，我们从此角度立点展开了一系列的研究调查。本文则以互联网为出发点，来探究该模式下大学英语翻译的学习手段以及学生的适应程度，并对此结果做出总结与相关反馈。首先通过翻阅大量资料对于现有的翻译学习平台进行分类和方式汇总。其次通过资料收集、问卷调查以及采访等手段，发现了大多数大学生对于互联网英语翻译的容纳程度较高。最后，对比总结互联网教学模式较于传统教学模式的优化点。关键词：互联网；翻译教学；学习机制吉林建筑科技学院外语学院毕业论文PAGEPAGE20I.INTRODUCTIONIntheeraof“Internet+”,mobileInternethasrealizedthenetworkingoftranslationplatforms,andalsobroughtthepopularizationoftranslationresources,includingtranslationtechnology,translationtalentsandtranslationservices.TheapplicationofmobileInternettoimprovetranslationefficiencyhasbecomeanewdevelopmentdirectionofthetranslationindustry,andthe“Internet+”translationmodeemergesattherightmoment.Differentfromthetraditionaltranslationworkmode,the“Internet+”translationmodecanrealizethedirectconnectionbetweenthesupplyoftranslationbusinessandthedemandnetwork,avoidthespacelimitationofthetranslationproductdeliveryprocess,simplifythedeliveryprocessofthetranslationproduct,andsavethedeliverycostofthetranslationproduct.Atthesametime,themobileInternetrealizesthereasonableallocationoftranslationresources.Underthe“Internet+”translationmode,thetranslationtalentpool,translationbusinessvolumeandcorpusresourcepackagehavebeenoptimizedandallocated,thusreducingthemanagementcostoflarge-scaletranslationprojects.“Internet+”translationmodeisthecombinationoftechnologyandlanguage,whichnotonlybringsinnovationtothetranslationindustry,butalsobringsnewchallengestotranslationteaching.Inrecentyears,expertsandscholarsathomeandabroadhaveconductedin-depthstudiesontranslationteachingunderthenewsituation,especiallyintheeraofinformationtechnology.TakingcollegeEnglishteachingreformasthestartingpoint,Annalidiscussesthenewmodeof“teaching”and“learning”ofcollegeEnglishtranslationcoursesintheeraof“Internet+”.Basedontheanalysisoftheinfluenceof“Internet+”onthetranslationindustry,QinMeijuanandHeGaodadiscussedtheconnotationoftranslators’abilitytotranslateinformationtechnology,andputforwardsomeSuggestionsonthecultivationoftranslators’abilitytotranslateinformationtechnology.Althoughtheresearchontranslationteachingintheageofinformationtechnologyhasachievedrichresults,mostofthestudiesonlyfocusontheoreticalresearch.However,theteachingmodelthatcanbeappliedinpracticehaslittleornoeffect,anditisdifficulttoguidethereformoftranslationcourses.Therefore,itisparticularlyimportanttoreformtheteachingobjectives,teachingcontents,teachingmethodsandteachingevaluationmethodsoftranslationcourses.ThisthesisdevotedtoanalyzingandresearchingtheapplicationofinternetincollegeEnglishtranslationcourses．Therebyamoreinsightfulapproachisofferedforabetterunderstandingoftheworkthroughdemonstratinghowtoimprovelearningefficiency.Finallythethesisaimstoproposestrategiesforsolvingproblemsintheclassroomtoimprovelearningefficiencybyaseriesofsurveyssuchasquestionnaires,interviews,etc.Atpresent,alotofstudiesofcollegeEnglishtranslationteachingarebasedon“Internet+”.InChina,therearealsoquiteafewdomesticscholarsthatdevotedtostudyingtheinnovativeapproachofcollegeEnglishtranslationteachingmodel.Thisthesisisdividedintofivechapters.Thefirstchapterofthispaperdescribesthepurposeandsignificanceoftheresearch.Thesecondchapterisdividedintotwopartstowriteaboutthecharacteristicsandclassificationoftheinternetplatformandinternet-basedtranslationabilitytrainingmode.ThethirdchapterintroducesaseriesofsurveysIhavedone,includingquestionnaireandinterview.Dataanalysiswasmadeaccordingtothesurveyresults.Acomprehensivesurveyoftheprocessanddataanalysiswaswrittenofthemainfindings.ThefourchaptersisaboutStrategiesofcollegetranslationunder“Internet+”backgroundwhichisdividedintothreeparts:usingnewformsofteachingmethods;improvingteacher’steachingmethodsandencouragingstudentstolearnindependently.II.INTERNET-BASEDTRANSLATIONABILITYAsfarasthetraditionaltranslationteachingmodelisconcerned,theamountofrenewalresourcesthatstudentscanacceptintheprocessoflearningisstillrelativelysmall,andtheyhavebeeninapassivestateinthisrole,soalotof“translationtalentsarefewandnotgood”phenomenonhasbeenformed.Onlybyconstantlypracticing,cultivatingcontextandflexibility,canwebecomeaprofessionaltranslator.Therefore,wecansaythatthetranslationindustryismoresuitablethananyotherindustrytousetheInternettoallocateresources.Therefore,wehavealsocarriedoutsomestatisticsandsummaryofthecurrenttranslationlearningplatformontheInternet.2.1CharacteristicsandClassificationoftheInternetPlatformTheacquisitivenessoftranslationoperabilitydeterminesthattheacquisitionoftranslationabilitymustrelyonalargenumberofeffectivetranslationpracticetasks,whichcannotbemetbythetraditionalclassroomteachingmode.Therefore,ithasbecomeaninevitabletrendtocultivatetranslationabilitythroughtheInternetplatform.TheInternetplatforminthispaperreferstotheintegrationofvariousnetworkinformationresourcesandtechnicalresourcesunderthesupportofInternettechnology,ratherthanaspecificfunctionalnetworkplatform.Comparedwiththefunctionalnetworkplatform,theInternetplatformhasalargercapacityofinformationresources,morecompletetypes,moreabundantmeansofinteractionandcommunication,doesnotneedanyadditionaltechnicalsupport,andismoreconvenienttouse.ThesecharacteristicsoftheInternetplatformcanjustmeettheneedsofmassiveresourcereservesandinteractivecommunicationwithouttimeandspacerestrictionsintheprocessofacquiringtranslationability.Inordertofacilitateresearch,Internetplatformsareroughlydividedintothefollowingcategoriesaccordingtotheneedsoftranslationabilitycultivation.Themaincontentsareasfollows:1)Networkcommunicationplatform.Networkcommunicationplatformreferstotheinteractivecommunicationplatformwhichcanpublishorfeedbackinformation,whichcanbedividedintoreal-timecommunicationplatformandstaticcommunicationplatform.Real-timecommunicationplatformreferstotext,voiceorvideochattoolssuchasQQ,WeChatandsoon.Itischaracterizedbycentralizedtime,largeamountofinformationcommunicationandtimelyfeedback.Staticcommunicationplatformreferstonetworkfunctionssuchasforums,blogsandsoon.Itischaracterizedbyscatteredtime,slowinformationfeedbackcycle,andallcommunicationinformationisrecorded.2)Networkresourceplatform.Anetworkresourceplatformreferstoawebsitethatcanproviderelevantinformationresources,includingtranslationrelatedwebsitesandrelatedwebsitesinotherfields.SuchasthetranslationofChinaNetwork(),translationLeagueandSuperStarDigitalLibrary(),scholar’shomeandothertypesofelectroniclibraries.Theutilitymodelischaracterizedbystableresources,convenientinquiry,timelyupdatingandconvenientexcerpts.3)Networktoolplatform.Networktoolplatformreferstonetworksearchengine,electronicdictionaryandwebsitewithdictionaryqueryfunction,suchasGoogle,Baiduandothersearchengines,Ringustranslator,Babylon,YouDao,Collinsandotherelectronicdictionariesand,Dictionariesandencyclopediasitessuchas,,etc.Itischaracterizedbyconvenientretrievalandhighreliabilityofinformationresources.2.2Internet-basedTranslationAbilityTheabovedifferenttypesofnetworkplatformscanbeeffectivelyusedintheprocessofcultivatingtranslators’declarativeknowledgeabilityandoperationalability.Expressiveknowledgemainlyincludesextra-linguisticknowledgeandtranslationexpertise.Intheinformationage,extra-linguisticknowledgemustbeobtainedbymeansofparalleltextofnetworkresourceplatformandtoolplatform.Theacquisitionofparalleltextsisofgreatsignificancetothequalityofstudents’translation,becausewhenthetranslatorengagesintranslationactivities,thetypesoftranslatedmaterialsarenotchosenbythetranslatorhimself,butdeterminedbythesponsorsofthetranslationactivities.Thisrequiresthatthetranslatormusthavethemeansandabilitytoquicklyacquirerelevantknowledgeinvariousfields.Underthetraditionalteachingmode,translationprofessionalknowledgemainlydependsonclassroomteaching,whichnotonlygreatlywastesthelimitedclassroomteachingtime,butalsolimitstheacquisitioncapacityofstudents.Withthehelpofthenetworkresourceplatform,theacquisitionoftranslationprofessionalknowledgecanbecarriedoutbyextracurricularself-studyasthemainmethodandclassroomdiscussionastheauxiliarymethod.Thiscancultivatestudents’abilitytoacquireknowledgeindependently.Atthesametime,classroomdiscussioncantriggerstudents’dialecticalthinkinganddeepentheirunderstandingofwhattheyhavelearned.Operationalabilitymustbebasedonexpressiveknowledge,whichisthesublimationandapplicationofstudents’declarativeknowledge.Thetraditionalteachingmethods,whicharelimitedtotheclassroom,arefarfrommeetingalargenumberoftranslationpracticaltasksandprocessguidanceneededbystudentstoacquireoperationalability,sotheycan’tcompletethecultivationofstudents’translationtoolabilityandtranslationstrategyability.Itisworthmentioningthatbilingualabilityincludesbilinguallanguageabilityandconversionability.Amongthem,bilinguallanguageabilityshouldrefertoEnglishunderstandingability,ChineseexpressionabilityinEnglish-Chinesetranslation,ChineseunderstandingabilityandEnglishexpressionabilityinChinese-Englishtranslation.Bilinguallanguageabilityisthebasisandpremiseoftranslationactivities.however,forhighlyspecializedtranslationtasks,Students’languageabilityisdifficulttomeettheneedsoftranslationactivities(students’languagefoundationismainlybasedongenerallanguagematerials),soinadditiontofocusingonthecultivationofstudents’bilingualconversionability,Attentionshouldalsobepaidtothebilinguallearningabilityofstudentsintheirprofessionalfields.Thisabilitycanbeacquiredbyreadingandimitatingthestylisticstyleofparalleltextprovidedbythenetworkresourceplatform.Theabilityoftranslationtoolsisdirectlyrelatedtotheuseofnetworktoolplatforms.Translationstrategyabilityisakindofcoordinationability,thatis,theabilitytochooseandsolveproblems.Thecultivationofthisabilitycanguidestudentsthroughthenetworkcommunicationplatform.Itcanalsobeusedtopromotestudentstosolidifytheiracquiredtranslationabilitythroughpositivereflectionandsummarybywritingtranslationlogs.III.METHODOLOGYUnderthebackgroundoftheInternet,theteachingmodeofcollegeEnglishtranslationhasbecomemorenovelandinnovative,andithasalsobecomethedevelopmentoftraditionaleducation.Fromthemacropointofview,theInternetofeducationseemstobealarge-scaletrendinthedevelopmentofeducationatthisstage.AsfarasEnglishtranslationteachingisconcerned,thecurriculumsystemofcollegeEnglishisoptimized,andtheteachingmechanismofmultimediaEnglishisintroduced,sothatstudentscanbegintolearnindependently.Throughthedevelopmentofnetworkplatform,thereserveofalargenumberofmicro-courseresources,butalsopromotethequalityofcollegeEnglishtranslationteachingtoimprove.3.1SubjectsThesubjectsofthisseriesofsurveysareCityCollege’sstudents.ThesubjectsIncludedtheCollegeofArchitectureandPlanning;DepartmentofComputerScienceandEngineering;SchoolofForeignLanguages,etc.Atotalof365questionnaires,atotalof12interviews,therearetwoparticipants,atotalof372.3.2PurposeTherearethreepurposes.ThefirstoneistolearnthepresentsituationofEnglishtranslationlearninginChinesecollegesanduniversities,aswellasthemainstreamlearningmethodsatthepresentstage.Thesecondoneistoinvestigatetheviewsandunderstandingofcollegestudents’InternetlearningEnglishtranslation,accordingtotheresultsoftheinvestigations,theanalysisandreports.ThelastoneistoletstudentsrealizetheimportanceofInternetlearningandleadthemtohaveacorrectunderstandingofInternetlearningthroughthispracticalsurvey.3.3InstrumentsInordertogottenamoreeffectiveunderstandingofstudents'viewsonEnglishtranslationteachingontheInternet,Ihaveadoptedthemethodofinterviewquestionnaire.Herearethecontentsofthisseriesofsurveys3.3.1QuestionnaireThesurveywasmainlyconductedintheformofanonlinequestionnaire.Aimingatthethemeof“CollegeEnglishTranslationTeachinginthecontextoftheInternet”,15questionsweresetfortranslationmajorsincollegesanduniversities.Thequestionsrangefromshallowtodeep.ThispaperdiscussestheinfluenceofInternetontranslationlearningfromdifferentangles.Asanacademicquestionnaire,themainbodyofthequestionnaireintroducesquestionsfromfouraspects:learningmotivation,learningmeans,learningstatusquoandlearningconstruction,supplementedbystudents’viewsontheexistingmodel,whichisinordertoguidestudentstothinkdeeplyandgetasystematicdata.Thetypesoftopicsaresingle-selectionandmulti-choicerespectively,andmostofthemareselectedbycomparison.Inthethreedaysafterthequestionnairewassentout,wereceived365feedbacksfromstudents,ofwhichgirlsaccountedforthemajority.Then,foreachtopic,Ianalyzedthemaximumandminimumvaluesofthedata,andsummarizedthecharacteristicsoftheoptions,summedupthepsychologicaltrendsofstudentsintheproblemandmaderelevantsuggestions.Inaddition,throughthestatisticaldata,wehaveanunderstandingofthepsychologicalcognitionofmoststudents,andexploretheviewsandopinionsoftranslationmajorsontheexistingInternetlearning.Similarly,throughdataanalysis,wecanevaluatetheexistingschoollearningmodelandputforwardreasonablesuggestions.Moreover,becausethequestionnaireiscollectedinrealtime,itnotonlyensurestheaccuracyofthesurveydata,butalsoensuresitseffectiveness.Inaddition,thedistributionofthequestionnaireisthroughthemethodofQRcodesurvey,whichbreaksthelimitationsofthetraditionalpassivesurveymethodinequipment,timeandenvironment,andgreatlyreducestheresistanceandcostofparticipantstoparticipateinthesurvey.Throughthebreakpointcontinuationfunction,wecanalsomakeeffectiveuseofthefragmentationtimeofthesurveyobject.3.3.2InterviewThisinterviewisarandominterviewmodel,interviewswithstudentsofdifferentgrades,atotalof12peoples;theyeachexpressedtheirviews,andgotthefollowinganalysis.Ex.1Q:Helloclassmate,whatdoyouthinkofthestudyoftheformoftheInternet,thatis,justforourmajor.Forexample,astudentsaid“ifwestudyontheInternet,itisstillverypracticalforusnow,andwecanwatchmanyteachers’lecturevideosoverandoveragain.Thisisveryuseful.Andtranslationmajor,alotofcontentisrequiredofyourprofessionalism,sowithcontinuouslearningtoimprovewecanmakeprogress.However,ontheInternet,teacherscan’thavesomeinteraction,whichisnotagoodpoint.”Ex.2Q:whatmethoddoyouusuallylearnaboutEnglishtranslationnow?Forexample,astudentsaid“Iusuallystudythroughthecontentsofteachingmaterials.Afterclass,Iwillbuysomematerialsmyself,watchBritishdramasandAmericandramas,ortrytotranslatesomerawmeatmyself.ButIthinkthis,ormainlydependsonyourownpractice,practicemakesperfect.”3.3.3InvestigationThemainobjectofthissurveyiscollegestudents,sothroughthepreviousquestionnairesurveytocarryoutamoreaccuratestatistics,thelaterthroughtheformofinterviewstocarryouttargetedsurveys.Atthesametimewealsocarriedoutthereferenceofrelevantmaterials,andalsomadeacertaininvestigationandunderstandingofthelearningmethodsunderthebackgroundoftheInternetatthepresentstage.3.4ResearchProceduresMethods:Thissurveyismainlyintheformofacombinationofonlinequestionnairesurveyandon-campusinterview.Firstofall,thepre-designedquestionnairewillbemadeintoanelectronicquestionnaire,publishedthroughQQ,space,moments,Weiboandsoon,arandomsurveywillbecarriedout,andtherespondentswillfilloutthequestionnaireandreturnittotherespondents.Afterthat,studentswithdesignatedmajorsoncampusmakeaudiorecordingsofinterviewsandgivebackthecontent.Time:Thefirststage:March28,2019-March30,2019,mainlyforthecollectionofrelevantinformation,andunderstandingofthemainEnglishtranslationlearning;Thesecondstage:from31March2019to6April2019,theproduction,distributionandcollectionofquestionnairesbasedonthecontentofthesurveywerecarriedout.AndcarryontheschoolinterviewworkThethirdstage:fromApril6,2019toApril8,2019,carryonthestatisticalanalysistothecollectedquestionnairesituation,carryontheanalysistotheinterviewcontent,andbegintowritetheinvestigationreport.3.5DataAnalysisThroughtheabovequestionnaire,interviewsandinvestigation,Ihavesummarizedalltheinformation,asfollows:3.5.1StatisticalAnalysisofQuestionnaireDataTheresultsofthequestionnaireanalysisareasfollows:(inthesurvey,thetotalnumberof365people,ofwhichwomenaccountedforarelativelyhigh.)(1)Identificationwiththechangeofteachers’functionalidentity:65.2%ofthestudentsagreewiththechangeofteachers’functions,thatis,fromtheimpartingtotheorganizerofteaching(guidingstudents’autonomouslearningthroughtheInternetandsoon).Onlyasmallpercentageofthestudentsdisagreedwiththeidea.Itcanbeseenthatsuchachangeofconceptactuallyreflectsthemajorityofstudents’understandingoflearningautonomy,throughthepopularizationofInternetEducation;manypeoplehaveincreasedtheirinitiative.(2)RecognitionofEnglishtranslationteachingundertheInternetmodel:onlyhalfofthestudentsagreetolearnEnglishtranslationthroughInternetcourses,translationsoftwareandothermodels.Amongthem,theuseofonlinelearningresourcesforEnglishlearning,itisgenerallybelievedthattheinteractionoflearningresourcesisnotstrong,isthestudents’ownsenseofparticipationisverylow.Fromthisanalysis,wecanseethatmanystudentsattachimportancetotheinteractionofEnglishtranslationlearning,andarealsowillingtocommunicatewitheachotherthroughteachersandstudentstocarryoutrelatedlearning.(3)ForthemotivationoflearningEnglishtranslation:53%ofthestudentsthinkthatlearningEnglishtranslationismainlyforthefutureemploymentproblems,32%ofthestudentschoosetoentersuchacoursebecauseoftheircertaininterestinEnglish.Wefindthatthemaindrivingforceofmoststudents’learningofEnglishtranslationisthedevelopmentofthecurrentemploymentprospects.Ofcourse,manystudentshaveacertaininterestinEnglishnewspaperstomakethemmoreinvolvedinEnglishlearning.(4)TherestrictivefactorsforlearningEnglishtranslationare:abouthalfofthestudentsthinkthatthestudyofEnglishtranslationisnotattractivetothem,tooboring.Secondly,asmallnumberofstudentsfeelthatanotherfactoristhelackofaneffectivelearningmethod,resultingintheoveralllearningefficiencyisnothigh.Asaresult,wecandevelopifwecanmobilizetheenthusiasmofthestudentsthroughvividmethods,orwillmakethestudents’energyreturntotheclassroomagain.(5)ViewsonthereformofcollegeEnglishtranslationteaching:58.3%ofthestudentsexpectteacherstoteachstudentsinaccordancewiththeiraptitudeandgiveindividualizedguidance.And25%ofthestudentshopetoincreasethenumberofnativeEnglishteachers,canbemoreconcreteteaching.Therefore,wecanseethatthestudentsforthestudyofEnglishtranslationcanstillhavepersonalpertinence,eagertobeabletofindtheirownlearningmethodsthroughtheguidanceofteachers.(6)Viewsonsometranslationsoftwareonthenetwork:abouthalfofthestudentsfeelthatthetranslationofsentencesthroughtranslationsoftwareisnotprofessionalenough,andtheaccuracywillbeinconsistenttoacertainextent.3.5.2InterviewandAnalysisThroughtheabovetwointerviewexamples,wecanfindthattherearedifferentmethodsandunderstandingsforthestudentsofEnglishtranslationontheInternet,andtheycanexercisetheirtranslationabilitythroughonlineclasslearningorwatchingdramasandsoon.Fromthiswecanalsofindthatafterclassstudentswillstillcarryoutacertainamountoflearningforthispartofthecontenttoimprovetheirability.Ofcourse,thestudents’viewsareverylively,andmostofthemareconsistentwiththeresultsofthequestionnaire3.5.3InvestigationAnalysisAfterobservation,itisfoundthattheInternetlearningmethodsofEnglishtranslationaremainlydividedintothreekinds:onlinetutoring,translationsoftwareandInternetlearningmaterials.Onlinetutoringgenerallyprovidesone-on-onelearningtutoringforsomeonlinetraininginstitutionsthroughtheregistrationfeemodel,whichismoretargetedthantheothertwomethods.Thedisadvantage,however,isthatthereisaneedforacertainamountoflearningexpenditureandtheauthenticityisopentoquestion.Translationsoftwareisacommontooltolearntranslation,butitisnotintelligentenough.Itcan’tcarryoutaprofessionalanalysisofthecontextandemotionalcommunicationofmanysentences,butitisamorereliablemeansoflearning.TherearemanykindsandquantitiesoflearningmaterialsontheInternet,butthedefectisthattheaccuracyoftheinformationcan’tbeverified.Relativelyspeaking,thethreemainlearningmethodsarewidelyusedforstudentsatthisstageorthelattertwo,takingintoaccounttheeconomicabilityofcollegestudentsandself-studyability,thelattertwooftheperformance-to-priceratioisalsohigh.However,therewillalsobesomemoreprofessionalandfamouslearninginstitutionscanprovidestudentswiththecorrespondingnetworkone-on-onelearning,sothismeansalsohasgreatpotential.Ⅳ.RESULTSANDDISSCUSIONSInviewoftheshortcomingsofInternettranslation,suchasthelackofcollegeEnglishtranslationpracticeplatform,thedisconnectionbetweentheteachingcontentandthesociety,etc.,whichhascausedsomedifficulties,Iwillputforwardthecorrespondingmeasuresinthefollowingchapters.4.1UsingNewFormsofTeachingMethodsUndertheenvironmentof“Internet+”,thecollegeEnglishtranslationcourseisnolongerlimitedtothetraditionalsingleteachingmodeinwhichteachersteachknowledgetostu