A case study on the use of translation strategies by a high-proficiency English majors
高水平英语专业学生翻译策略使用的个案研究

摘要

翻译是广大EFL学习者高频使用的学习策略，在语言理解、记忆与产出过程中发挥重要中介作用。本研究旨在采用个案研究法，深入调查了一名高水平英语专业学生在语言技能课中的翻译策略选择与应用特征，通过半结构化深度访谈收集数据，分析了其在课堂活动中的翻译策略类型、应用过程及使用效果。研究发现，该生在教师提问、词句释义、文本阅读、听力理解、小组交流五类核心课堂活动中，灵活使用脑内直译、母语构思+汉译英、软件辅助翻译等策略，且策略选择与活动任务需求高度适配。翻译策略不仅帮助其降低认知负荷，提升语言理解深度与表达逻辑性，促进地道表达积累，还能在社交互动和情感管理方面发挥积极作用。本研究为理解高水平学习者翻译策略使用提供了深度个案描绘，启发教师理性看待翻译的教学价值，引导学生依据自身水平与任务类型合理使用翻译策略。

Abstract

Translation is a frequently used learning strategy among EFL learners, playing a crucial mediating role in language comprehension, memorization, and production. This exploratory case study aims to conduct an in-depth investigation into how a high-proficiency English major selects and applies translation strategies in language skill courses. Data were collected through semi-structured in-depth interviews to analyze the types, application processes, and effects of the translation strategies adopted by the student in classroom activities. The findings reveal that the student employed strategies such as mental literal translation, L1 thinking followed by Chinese-to-English translation, and software-assisted translation across five core classroom activities, including teacher questioning, paraphrasing, text reading, listening comprehension, and group communication. Moreover, the selection of these strategies was highly compatible with the task requirements of the activities. Translation strategies not only helped the student reduce cognitive load, enhance the depth of language comprehension and the logic of expression, and promote the accumulation of authentic expressions, but also played an active role in social interaction and affective management. This study gives a thick description of how a high-proficiency English major employs translation strategies. The findings may inspire teachers to rationally recognize the value of translation as a learning resource for students, and guide them to use translation strategies appropriately based on their proficiency levels and task types.