Application of Presupposition and Its Cognitive Interpretation to Translation Instruction for Non-English Majors

Abstract

The paper attempts to find about whether application of presupposition and its cognitive interpretation to translating instruction is feasible and effective in arousing students’ interests in the introduction of presupposition to translating classes, enhancing their translating ability, and impacting positively their English acquisition on the basis of a teaching test, class observation and interviews with120 non-English majors in Sichuan Agricultural University as the subjects.