Shabakeh Pardaz Azarbaijan, Iran
Most college students are students with learning difficulties. Generally speaking, they are weak in foundation, poor in habits and slow in acceptance. They encounter many frustrations in foreign language translation and lack confidence and interest in foreign language translation. Practical foreign language translation teaching in "disaster-stricken areas". When designing teaching, teachers have to adjust the setting of teaching objectives, step by step, and even concede to the non-requirement of foreign language translation. However, such concessions will only make foreign language translation teaching in a more difficult situation. They will not achieve the teaching objectives set out in the syllabus of foreign language translation teaching, nor can they cultivate students' ability to continue learning, which is not conducive to the long-term development of students. Many students report that they have missed opportunities in continuing education, employment choices and job promotion after graduation because of their weak foreign languages. Language is not influenced by innate mechanism, but by continuous experience of language to achieve the effect of language acquisition. Therefore, the sensitivity to language environment and the summary of frequency knowledge have become the key to language acquisition. How does frequency function explain language acquisition and what is the shortage of frequency function? How does the importance of frequency function affect foreign language translation theory or foreign language learning? There is little discussion in China. Therefore, it is necessary to discuss this issue in detail by synthesizing various studies at home and abroad, in order to see its role in language acquisition theory and to examine its implications for foreign language translation teaching.
Frequency Effect, Input Frequency, Output Frequency, Foreign Language Translation
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