A Review of Translation Teaching Researches from the perspective of Eco-Translatology

Eco-translatology is a holistic study of translation from an ecological perspective. It began in China in 2001. It has filled the gap in the study of the "ecological dimension" of translation studies and promoted the development of translation theory in China. This article gives a brief overview of Eco-translatology studies. The author classifies the current translation teaching researches under the perspective of Eco-translatology; point outs the existing problems and shortcomings; and puts forward some opinions on translation teaching researches from the view of Eco-translatology, expecting to provide reference for future ecological translation studies. Keywords— Eco-translatology, translation teaching researches, translational eco-environment.

Hu (2014) points out that the concept of "translator-centered" in the translation process are becoming mature and rational, and are also going through the test of time and practice. The main reason can support this statement is that 'translator-centered' theory can be illustrated from two levels: one is 'translator-dominated ' theory at the micro-level and in the translation process.
The other is the translator responsibility at the macro level and at the ethical level of translation. Translator responsibility mainly refers to the responsibility of the translator in the overall translation activities, that is, the translator has the responsibility to coordinate the relationship between all parties, to keep ecological rationality, to maintain ecological equilibrium, and to maintain ecological harmony. Translator has responsibility to adapt to the ecological equilibrium, cultivate the ecology of the target language, pay attention to the acceptance and dissemination of the target text, and strive for the survival and long-term survival of the translated product. In other words, the translator presents the balanced and harmonious ecological holistic view of translation through the principle of translator responsibility.
The connotation of "entirety / relevance" in ecology is to attach importance to individual dependence on the overall environment (Hu, 2013). The interrelation and interaction between the various components of the system will make the system a unified and interrelated whole. The function of the entirety is also greater than the sum of the functions of the various components. Changes in any of these components in the ecosystem will lead to changes in other components. This is true of natural ecosystems, and the same is true of translational ecosystem. There is an inherent mutual interaction and overlapping parts among the components in the translational ecosystem, which makes the translational ecosystem an extremely complex entirety. Therefore, in the study of translational ecosystem, it is far from enough to study a certain sub-ecosystem in isolation. For example, when discussing the theoretical framework of translational ecology, we need to take into account the relationship between the translation management ecosystem and the translation market ecosystem, the relationship between the translation market ecosystem and the translation education ecosystem and so on.
Translation is a complex ecosystem. Because of the relevance, similarity and isomorphism between translation ecology and natural ecology, the balance in natural ecology also exists in the translation ecosystem. Only

ECO-TRANSLATOLOGY PERSPECTIVE
Eco-translatology has been rapidly developing and improving in recent years, which has attracted a group of scholars to begin to study its role in English translation Fourth, reflection on translation teaching. Song (2012) concluded that the core connotation of ecosystem in Eco-translatology is holistic relevance, and the holistic study based on the methodology of ecological holism is one of the main conceptions of Eco-translatology. By reflecting the translation teaching system from a holistic perspective, we can find the interrelation, mutual restriction and interaction among the components, reveal the internal relevance of the translation teaching system, put forward a new understanding for some traditional teaching ideas, and provide a new way to explain some confusing phenomena in teaching practice. Cheng (2011) regards translation teaching as an ecological environment system and proposes to construct an ecological environment for translation teaching. The purpose of this