Undergraduate Students Achievements in Pure-English- Taught Translation Class Influenced by Their English Learning BackgroundsAn Empirical Research from Cognitive Perspective

This work aims to figure out factors relating to the English learning backgrounds of undergraduate students that influence their diversified learning outcomes from a pure-English-taught translation class. The statistics acquired from both qualitative and quantitative approaches were used for analysis from the perspectives of effectiveness of language contexts and expectancy-value theory, so that certain connections between students cognitive activities and their acceptance level of pure L2 learning environment can be demonstrated. The research found that more impressive academic performance in pure-English class were shown by students who were more frequently and closely exposed to divergent naturalistic English contexts and activities, and who had higher self-efficacy and interest in translation learning.