Abstract
DDL (data-driven learning) advocates a deep integration of modern information technology and resources based on corpora and search engines with education and teaching, opening up a new path for college English translation instruction. The concept and characteristics of DDL theory are discussed in this paper. This system proposes an automatic scoring model of English translation based on mixed vector space, which comprehensively analyzes the target translation from two aspects: grammatical errors and semantic relevance, in order to address the shortcomings of current algorithms. The findings of this study show that using a combination of English fragmentation translation and adaptive resource push, learners can learn English reading using mobile terminals in fragmented learning situations, as well as receive targeted training for weak links in English reading in fragmented learning time and space, improving their learning efficiency and effect.
Highlights
Many colleges and universities, newly established undergraduate colleges, place far too much emphasis on CET-4 and CET-6 pass rates and continue to teach in an exam-oriented manner
College English teachers and scholars should debate how to apply the ever-changing research results of computer technology and corpus linguistics to the reform of traditional translation teaching modes in order to meet the new requirements of college English teaching and personnel training
DDL advocates the deep integration of modern information technology and resources based on corpus and search engine with education and teaching, which opens up a new path for college English translation teaching [6]
Summary
Newly established undergraduate colleges, place far too much emphasis on CET-4 and CET-6 pass rates and continue to teach in an exam-oriented manner. From a market and social demand standpoint, the deepening of reform and opening up, as well as the continued acceleration of economic globalization, necessitate a large number of highquality compound professionals, science and engineering talents who are fluent in English and engaged in related technologies and businesses. This enormous social demand, clearly cannot be met solely by translators with an English major [1, 2]. Social constructivist learning theory is consistent with DDL concept, which can provide theoretical guidance for the construction of university translation teaching mode based on DDL
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