Abstract

This paper examines the efficacy of three pedagogical approaches for teaching English-Chinese translation strategies, specifically applied to religious texts for intermediate-level EFL (English as a Foreign Language) learners. The participants were randomly divided into three groups, each trained with a distinct methodological framework: Explicit-Method-Chain (EMC), Explicit-Task Method Chain (ETMC), or Implicit Task Method Chain (ITMC). Utilizing a mixed methods approach, this study gathered quantitative and qualitative data in its formative stage to assess the effectiveness of each strategy, followed by a comparative analysis of their outcomes. The findings indicate that while all strategies significantly enhance the translation skills of intermediate EFL learners, the Explicit-Task Method Chain (ETMC) proved more effective, particularly in the accurate and culturally sensitive translation of complex theological concepts and sacred language. This suggests that explicit task-focused training better prepares translators to handle the nuanced aspects of religious texts, thereby facilitating a deeper understanding and respect for cultural and spiritual nuances in translation practices.