Abstract: As is known to all, the English idiom translation is a hard nut in English translation teaching, involving not only almost all the translation methods but also specific cultural backgrounds. If students could aptly command the translation strategies applied in English idiom translation, they will have fewer difficulties in English translation. Based on the current problems in translation teaching and learning, the paper aims to explore an idiom-based translation teaching mode to improve students’ translation competence. Following the feasibility study of idiom-based translation approach in translation teaching from different views, the author discusses the significance and application of idiom translation in translation teaching, believing that this kind of new teaching model can not only help students have full comprehension of the true meanings of English idioms as well as Western Cultures, but also contribute to the improvement of their translation skills as well as cross-cultural communicative competence.
Key Words: English idiom; translation competence; translation approach; teaching
 
摘  要：众所周知，英语习语是英语翻译教学中的难点，它不仅涉及了几乎所有翻译的方法，也涉及了特定的文化背景。如果学生能灵活掌握并运用习语的翻译方法，那么将大大减少其在英语翻译过程中的困难。论文基于目前大学英语翻译教学中存在的问题，尝试探索一条以习语翻译教学为基础的新的英语翻译教学模式以提高学生的翻译能力。作者从不同角度对这种新模式进行了可行性研究后，重点讨论了习语翻译在翻译教学中的意义与运用。作者相信，通过这种新的教学模式不仅能帮助学生掌握习语的翻译方法及了解西方文化，更重要的是能提高学生的翻译水平及跨文化交际能力。
关键词：英语习语；翻译能力；翻译方法；教学

Translation teaching is one of essential parts of college English teaching for English translation is a criterion of students’ English level and the application ability. However, it is reported that students’ English translation ability has always been the weakest judging from their performance in College English Test Band 4 and 6 since the standard national English test was carried out (Xie Yujiao, 2008). Although students’ general English level and exam results have improved significantly, their English translation ability is always at a standstill. According to the findings in some researches (Ma Pin, 2011), the most prominent problems reflected in students’ translation lie in three aspects: lack of consciousness of the different characteristics in English and Chinese languages, inadequate translation skills, insufficient necessary practice in translation. One of the reasons is that non-English majors usually do not have the basic translation course. As a result, they lack the systematic guidance of translation theories, not to mention applying the concrete translation methods in practice. It is really a challenge for non-English majors to make great progress in English translation.