作为中国义务教育的学科之一，英语教学在中国具有极大的普及性和地位。尽管如此，学生的英语输出不正确、不符合英语使用习惯的现象并不少见。根据语言迁移理论，这可能是由于学生母语——汉语的负迁移造成的。然而，在中国，学生学习英语不可能完全摆脱汉语的迁移。在这一条件下，为了减少汉语的负迁移，加强并利用汉语的正迁移，本论文以多模态教学理论为基础，探索提高初中英语教学效率和质量的翻译策略和方法。

本论文的研究包括问卷调查和课堂实验：问卷调查，其主题是教师使用不同语言的教学意图和策略，旨在初步推测翻译与英语教学的融合方向及其潜在效果；课堂实验，其包含三次翻译实践练习，以两个班的七年级学生为实验对象。课堂实验进一步验证和深化了问卷调查的推测，同时探究了翻译实践对参与者英语学习效率和质量的实际影响。实验结果表明，与多模态材料和方法相结合的多种翻译方法和实践确实对实验对象的英语学习产生了积极影响，尤其是在语法结构的理解和运用方面。

本论文的研究表明，要将翻译方法与英语教学相结合，达到提高英语学习效率和质量的目的，就必须进行多种翻译实践，以积累语言使用经验和比较产出。与多模态方法相结合的教材，加上教师有针对性的引导和建议，可以让学生更全面地理解语言知识。

As one of the subjects in China’s compulsory education, English teaching and learning have great popularity and importance in China. Despite this, it is not rare to see students’ English output not in keeping with English’s using habits. According to the Language Transfer Theory, this can be caused by the negative transfer from students’ mother language Chinese. However, it is impossible to completely get rid of Chinese’s transfer for Chinese learners to learn English. To decrease the negative transfer and reinforce the positive transfer from Chinese, the thesis is intended to figure out tack and approaches of translation to enhance the efficiency and quality of junior high school’s English teaching and studying based on multimodal teaching theory.

The research of this thesis contains a questionnaire and classroom experiment: The questionnaire themes on teachers’ teaching intention and strategies of the use of different languages, aiming at preliminarily making a presumption of translation’s direction of integrating with English teaching and its potential effect. The classroom experiment contains of three times of translation practice, taking two classes of seventh-grade students as participants. The classroom experiment further validates and deepens the presumption from questionnaire, while enquires into translation practice’s actual effect towards participants’ English learning efficiency and quality. The result of experiment shows that multiple translation approaches and practices integrated with multimodal materials and methods do have positive effect on participants English learning, especially in the comprehension and usage of grammar structure.

The research suggests that to integrate translation approaches with English teaching and reach the goal of enhancing English learning efficiency and quality, multiple translation practices should be processed for accumulating language usage experience and comparing outputs. Teaching materials integrated with multimodal methods, along with teachers’ target guidance and suggestions, can give more comprehensive understanding of language knowledge to students.