作者：曹传锋
　　【Abstract】Based on the research of China and abroad， this thesis carried on an empirical study on 272 English majors using the instrument of questionnaires and gained some important findings that English majors’ Beliefs about Translation and Their Use of Chinese Translation as a learning are closely related with each other which proved the findings of Posen Liao.
　　【Key words】Beliefs about Translation； Use of Chinese Translation as learning Strategy
　　【作者簡介】曹传锋，，新疆医科大学。
　　In addition to its usual definition in transferring meanings and conveying information， translation can also regarded as a method for learning foreign languages. The definition of translation in the present study means using one language as a basis for understanding， remembering， or producing another language， in either direction from the target or the source language into the second language.
　　1. Learners’ beliefs about translation
　　Few studies have been reported so far that specifically examined learners’ beliefs about using translation in their foreign language learning， but it can be expected that students may have highly varied views on this issue. In one such studies， Horwitz （1988） found that the majority of Germen and Spanish students （70% and 75%） endorsed the idea that learning a foreign language is mainly a matter of learning to translate from English， while a mere of 15% of the French students agreed or strongly agreed to the same statement.
　　2. The use of translation as a learning strategy
　　With the increase in research on language learning strategies in the past years and with the advent of various classifications of these strategies， many researchers have identified translation as one of the cognitive learning strategies （Chamot， 1987； Chamot et al.， 1987； O’Malley et al.， 1985a； O’Malley et al. 1985b； Oxford， 1990）. At a general level， cognitive strategies involve interacting with the material to be learned， manipulating the material mentally or physically， or applying a specific technique to a learning task. Under the cognitive category of learning strategies， translation is referred to as the rendering of ideas from one language to another in a relatively verbatim manner （Chamot and Kupper， 1989）.
　　3. Methodology
　　This part included five parts， participants， instruments， data collection and data analysis procedure. It involved a survey， comprised of three sets of questionnaires concerning beliefs， strategy use， and personal background information.