English Translation Course Research Articles

RESEARCH ON THE INTEGRATION OF IDEOLOGICAL AND POLITICAL EDUCATION INTO BUSINESS ENGLISH TRANSLATION TEACHING

The development of "Curriculum-based Ideological and Political Education" (CIPE) is in full swing. As part of an all-round educational approach, the integration of ideological and political education into the Business English Translation course is both necessary and significant. How to effectively embed ideological elements into business English translation teaching has become a pressing question for educators in this field. Based on CIPE theories and translation teaching theories, and considering the specific characteristics of the Business English Translation course, this paper explores the integration pathways from four perspectives: syllabus design, teaching content, teaching methodology, and evaluation mechanisms. KEYWORDS: Curriculum-Based Ideological and Political Education (Cipe), Business English Translation Teaching, Integration Pathways

Research on the Reform of English Translation Course Instruction amidst the Prevailing Trend of Machine Translation

In recent years, machine translation technology has surged forward at an astounding pace, permeating numerous sectors and dramatically elevating both the efficiency and accessibility of translation services. Nevertheless, this technological advancement presents unprecedented challenges to conventional English translation pedagogy. Given the growing ubiquity of machine translation, a critical question arises: How can we refine and enhance the content and methodologies of translation courses to bolster students' translation competencies, especially their translation quality and adaptability when leveraging machine translation tools? This has become an urgent issue within the realm of translation education. Against this backdrop, this article endeavors to investigate novel approaches to reforming English translation course instruction. The objective is to nurture translation professionals who excel not only in language skills but also in the application of technology, thereby fulfilling the heightened expectations for translation work in the future society.

Integrating Academic Service Activities into Business English Translation Class Through Project-Based Learning of Business Administration Undergraduates

The purposes of this study were (1) to compare the translation scores of Business English students before and after participating in academic service activities in the course “Business English Translation” using project-based learning and (2) to compare the attitudes of students before and after participating in the academic service activities through project-based learning. The participants consisted of 73 third-year students majoring in Business English who were enrolled in the Business English Translation course. The research employed two types of research instruments: (1) experimental tools, encompassing a lesson plan that integrated community service activities through project-based learning in the Business English Translation course, and (2) data collection instruments, including a pre-and post-test to assess proficiency in English translation, and a questionnaire to measure students’ attitudes towards community service activities through project-based learning. These research instruments underwent validation by three experts and exhibited a reliability coefficient of .93. The research findings revealed that the average scores for advertisement translation from Thai to English after engaging in community service activities through project-based learning were significantly higher than the scores prior to the activity participation. Furthermore, a statistically significant difference was observed in the average scores of students’ attitudes towards participating in community service activities through project-based learning, with a significance level of .05.

Research on the Integration Mode of Teaching Chinese Cultural Elements and English Translation Courses Based on the Integration Model

Abstract How to integrate Chinese cultural elements with English translation courses has been a major topic of discussion within English teaching. For this, this paper proposes to integrate traditional Chinese cultural elements into English translation courses, combining the entropy weighting method and the gray correlation analysis method to calculate the degree of integration and influencing factors of the two. It firstly eliminates the incomparability caused by different outlines and the positive and negative directions of the indicators through the dimensionless processing of the indicator values, and secondly uses the entropy weighting method to calculate the objective weights of the indicators, and applies TOPSIS to make a comprehensive evaluation. To assess the integration of Chinese cultural elements and English translation course teaching at this school, use gray correlation analysis. The practical application of designing English translation test papers with Chinese cultural elements and integrating traditional Chinese cultural elements into the teaching of English courses was carried out at a university. The correlation between article translation and the total score is the largest (0.728), and the correlation of basic translation ability is 0.658. The ones that have an impact on the translation ability of Chinese traditional elements are, in descending order, basic reading (0.8175), listening to English (0.7951), comprehensive ability (0.7422), and English writing (0.6384).

Diversified Teaching of English Translation Courses in Colleges and Universities Based on the Integration of Multiple Features

Abstract The development of informatization in education has provided the possibility of using resource libraries to enhance English translation courses. Facing this new demand, this paper adopts an entity-based approach to connect multimodal entities with other structured entities, to construct a multimodal knowledge graph for English translation courses in colleges and universities. On this basis, the recommendation model of collaborative filtering is introduced to provide students with personalized English translation exercise recommendation services according to the mastery of knowledge points processed by the knowledge graph. After the model is designed, the knowledge points of the English translation course in a university are firstly extracted physically, and then two classes are selected in the university for controlled experiments. The number of successes in terms of vertical depth strategy is 264, the success rate is 88%, and the success rate of recommendation based on the centrality of knowledge points and contribution value is 94.66%. The mean score of the experimental class was 72.12 and the control class was 67.48. The significant difference in the scores can be confirmed by the fact that the p-value of the independent square root test for the two classes was less than 0.5. English teachers can benefit from this model’s assistance in evaluating English translation resources and providing a variety of teaching methods.

Innovative Research on the Teaching Mode of English Translation Course in Colleges and Universities with the Support of Deep Learning

Innovative Research on the Teaching Mode of English Translation Course in Colleges and Universities with the Support of Deep Learning

Research on Multiple Teaching Models of Chinese Culture Integration in English Translation Course Based on Web Technology

Abstract Learning Chinese excellent traditional culture is a necessary trend and an urgent requirement for English translation teaching. In this paper, we utilize the knowledge fusion model to calculate the association support degree of Web semantic content, decompose the collection of knowledge objects based on the “clustering threshold”, and cluster the related English translation learning resources through the “clustering approximation”, to satisfy the learner’s query needs of learners. On this basis, the English Translation Web Teaching Mode is constructed, which combines multimedia and network technology to teach English translation online and offline, and integrates Chinese cultural elements in teaching. We evaluated the degree of integration between Chinese culture and English translation teaching from the dimensions of students’ emotion and cognition, teaching materials, learning process, and teaching methods, analyzed the embodiment of Chinese culture in English teaching materials, and explored the changes in students’ cultural cognition and English translation performance under this teaching mode by using the independent samples t-test. The results show that the students’ translation scores before and after the teaching increased by 6.66 points, and there are significant differences between the students’ cultural awareness, linguistic competence, thinking quality, and learning ability before and after the teaching, with p-values of 0.025, 0.02, 0.01, and 0.03, which are all less than 0.05. This study has important reference value for improving students’ English translation competence and Chinese cultural cognition.

A study on the multifaceted teaching model of English translation course integrating multimodal discourse analysis method

Abstract The multimodal discourse analysis method is first analyzed in this paper, and a comprehensive framework is established based on it. Secondly, a diversified English translation instruction model is constructed based on the concept of 'human-centered' education. Finally, we integrated multimodal discourse analysis and diversified English translation instruction and conducted a comparative test, which showed that the mean scores of the experimental class in the post-test were 48.56, 29.36, 9.46 and 9.74 for the total vocabulary and different types of vocabulary use, respectively, while the corresponding figures for the control class were 46.16, 27.84, 9.13 and 9.19. The mean post-test scores of the experimental class were higher than those of the control class. This paper's teaching method can guide students' teaching interaction, enhance students' interest in English translation, and enhance the classroom teaching effect.

A Study on the Construction of Translation Curriculum System for English Majors from the Perspective of Human-Computer Interaction

This paper proposes a collaborative human-computer interaction recommendation model for English major translation courses to address the problems of poor course recommendation and lack of robustness to noisy data in traditional recommendation models for English major translation courses. First, a new data enhancement method is proposed for the bipartite graph structure. Then, the enhanced data is fed into a graph convolutional neural network for node feature extraction to obtain node representations of users and items. A recommendation supervision task and an auxiliary task for contrast learning are constructed for joint optimization. The human-computer interaction model of the knowledge graph is designed, and the dialogue entities are embedded in the knowledge graph ripple network to obtain potentially interesting content for students. Finally, the student interaction content and node representations are combined to obtain the optimal translation course recommendation. The experimental results indicate that the proposed model in this work is capable of producing higher-quality English major course recommendations and beats other current models. This model is suitable for English primary translation course content recommendation and helps to improve students’ translation ability.

Application of Task-driven Teaching Method in Business English Translation Teaching: Taking Hengyang Normal University as an Example

As a compulsory skill course for business English majors, business English translation courses should have strong social and purpose. Based on the principle of task-driven teaching method, this thesis explores the teaching strategies which can improve the translation level of business English majors by analyzing the application of task-driven teaching method in business English translation course, so that students’ level of translation can be promoted.

Research on Blended Teaching Strategies of College English Translation Based on Computer Corpus

The traditional teaching mode is still used in most college English courses today, and the results are not satisfactory. This article examines the effectiveness of college English graded teaching mode using a college English translation course combined with a network and classroom hybrid teaching mode. The definitions of international and foreign blended learning, related organizational strategies, and the use of learning styles in classroom teaching and online learning are summarized based on literature review. The differences in learning styles are analyzed and demonstrated from the perspective of learners while building blended learning organizational models. Based on differences in learning styles, the possibility of organizing blended learning based on the learning style model initially forms a blended learning organizational strategy. This article focuses on students’ comprehension of English grammar concepts in a blended learning environment. This article investigates whether college English translation instruction in a blended learning environment has aided students’ English comprehension. Teaching identifies a specific direction and presents corresponding teaching strategies based on a case study. The findings show that corpus-based mixed teaching can effectively stimulate students’ interest and motivation when compared to traditional teaching models. The study time and method have been made more flexible, and the ability to self-study and apply what has been learned has also been greatly improved.

Flipped-Learning Approach in Business English Translation Course in a Chinese Independent College

This study applies and tests the efficacy of the flipped learning approach designed for a business English translation course in a class consisting of 26 third-year business English major students in an independent college, the Yangtze University College of Arts and Science. Because the students in independent colleges usually have weak English skills and lack learning awareness, this study explores a way to improve their competence in business translation while changing the traditional lecture-centred methodology. After finishing the 16-week semester of application, a posttest would be conducted to be compared to a pretest that was administered at the beginning of the course to test the efficacy of the new flipped learning approach. From the data collected, this paper suggests the flipped learning approach can stimulate students’ self-learning before class, enhance their engagement in class and significantly improve their translation competence. Therefore, this study proposes using a flipped learning approach in business English translation courses taught in Chinese independent colleges. 

Research on the Multimodal Teaching Model of Business English Translation

The multimodal teaching model originates from the multimodal discourse analysis. The theory of multimodal discourse analysis mainly emphasized the important role of social symbols such as images and actions in discourse communication. In the past twenty years, multimodal teaching model has gradually entered the field of education. In the practice of language teaching, it is helpful to improve the effectiveness of language teaching by learning from the theory of multimodal discourse analysis and give full play to the synergy of multimodal participation. Business English translation course covers the translation practice of international business activities, which is a kind of complex social communication and presents a multimodal development trend. Therefore, business English translation course has the characteristics of “business” and “application”. It is necessary to implement the practice teaching of interdisciplinary and cross-cultural communication in business situations. Combined with the characteristics of business English translation course, the application of multimodal teaching model has practical significance for promoting the teaching reform of business English translation course and improving its teaching quality. Constructing a new teaching model of business English translation by combining multimodal teaching environment, multimodal teaching materials, multimodal teaching methods and multimodal assessment can make the business English translation teaching more effective and help improve students’ language acquisition, translation skills, cross-cultural ability and humanistic quality simultaneously.

A Study on the Teaching Strategies of English Translation Course in Colleges and Universities under the Network Environment

With the development of computer technology, the teaching environment of various disciplines is gradually becoming networked. English translation is the basic discipline of English majors, which is of great significance to their subsequent learning. Therefore, this paper studies the teaching strategies of English translation courses in Colleges and Universities under the network environment. Firstly, it clarifies the current situation of translation teaching. Secondly, it expounds the reasonable teaching strategies according to the existing problems, which has made a certain contribution to the optimization of College English teaching.

College English Curriculum Setting and Evaluation Based on Language Curriculum Design Model——Taking English Translation Course as an Example

College English curriculum construction is the core of college English teaching reform, and evaluation is an effective means to promote and strengthen college English curriculum construction. To organize the evaluation of college English courses, it is necessary to determine the indicators and standards that reflect the quality of the courses, establish a course evaluation organization to implement them, and truly achieve truth-seeking, scientific and fairness. While the popularization of higher education provides more people with the opportunity to receive higher education, the problem of the decline in the quality of personnel training in institutions of higher learning has aroused widespread concern. Curriculum refers to the overall conception of an educational institution to meet the learning needs of students and achieve the desired educational purpose. Curriculum setting is the material content and important guarantee for the implementation and realization of talent training goals, and it is the concrete manifestation of social development needs and school training goals. The teaching goal of college English is to cultivate students' English application ability, enhance cross-cultural communication awareness and communicative ability, and at the same time develop autonomous learning ability, improve comprehensive cultural literacy, and enable them to be effective in study, life, social interaction and future work. Use English to meet national, social, school and personal development needs.

Peer Feedback in Translation Training: A Quasi-Experiment in an Advanced Chinese-English Translation Course.

Although research on peer feedback in second language teaching and learning has been developed from various perspectives over the past three decades, less is known about feedback in translation settings. This study reports the results of a quasi-experiment with advanced second language learners in a Chinese–English translation course. It examines how effective peer feedback is in improving the quality of translations. The following data were collected from 30 students: their initial translation drafts, the drafts with the feedback of their peers, and the final corrected translations. The whole process was facilitated by computer assistance and under anonymity. It was found that most students drew on direct or indirect corrective feedback while few students drew on metalinguistic corrective feedback. Text genres were also proved to impact the types and counts of peer feedback. An analysis of the accuracy rate of corrections after peer feedback showed that it had a positive impact on translation quality. The findings shed light on the applicability of peer feedback in other pedagogical activities.

Reflections on College English Translation Teaching Mode Based on Network Technology

With the addition of Internet technology, a new teaching method has been provided for education. For the teaching of English translation courses in colleges and universities, the rapid development of the current network environment has provided great advantages. College English translation teaching has an important influence on college students’ English literacy and English application ability, but the traditional teaching mode still occupies a dominant position in the process of college English translation teaching. Under the network environment, the use of various information-based teaching methods has greatly enriched the teaching contents of English translation and optimized the teaching forms. Curriculum reform can avoid the disadvantages of traditional teaching mode in the process of students’ learning, break the shackles and shackles brought by traditional teaching mode and teaching content, and expand students’ learning vision and practice space. Based on the network environment, this paper analyzes the teaching mode of College English translation, focusing on optimizing the teaching system of College English translation course, so as to improve students’ English translation ability and level.

Digital Mining Algorithm of English Translation Course Information Based on Digital Twin Technology

Cross‐language communication puts forward higher requirements for information mining in English translation course. Aiming at the problem that the frequent patterns in the current digital mining algorithms produce a large number of patterns and rules, with a long execution time, this paper proposes a digital mining algorithm for English translation course information based on digital twin technology. According to the results of word segmentation and tagging, the feature words of English translation text are extracted, and the cross‐language mapping of text is established by using digital twin technology. The estimated probability of text translation is maximized by corresponding relationship. The text information is transformed into text vector, the semantic similarity of text is calculated, and the degree of translation matching is judged. Based on this data dimension, the frequent sequence is constructed by transforming suffix sequence into prefix sequence, and the digital mining algorithm is designed. The results of example analysis show that the execution time of digital mining algorithm based on digital twin technology is significantly shorter than that based on Apriori and Map Reduce, and the mining accuracy rate reached more than 80%, which has good performance in processing massive data.

A Case Study of the Ideological and Political Education of College English Translation Course Driven by Words

It takes the new words and phrases from iEnglish (an Integrated Course I) as the basic translation materials, and it takes the articles from “xuexi.cn (学习强国)” platform “China Daily Audio News” column as the elements of ideological and political education. The articles from China Daily Audio News include 10 pieces. The articles’ dates are from November 5, 2020 to December 4, 2020. Through searching and underlining the new words and phrases in the articles, it contains three layers, that is, the translation of short sentences, the translation of long difficult sentences, and the translation of excerpts of passages to carry on the analysis, to study the use of words with ideological and political education. Do put this into use, and thus output in line with the socialist values of talents.

The Process-oriented Assessment Model of Business English Translation Course in a Flipped Learning Context

Based on the preliminary research findings in the project-based flipped learning model in Business English Translation course, this study designed a process-oriented assessment model for this course and tested its efficacy by an empirical study on 181 third-year English major students divided into three experimental class and three control class under a flipped learning context. The process-oriented assessment model in Business English Translation course is both synchronic and diachronic, by incorporating multiple assessment subjects including both the teacher and the students and the complete learning activities before, during and after class. This study conducted a pre-test and an after-test to examine the students’ command of key translation knowledge and skills, and meanwhile, to evaluate the improvement of students’ translation competence after the implementation of the process-oriented assessment mode. Questionnaires and surveys were also employed in this study so as to collected students’ response to the new assessment model. The data and results collected from the above-mentioned research methods indicate that the process-oriented assessment model can significantly enhance students’ motivation and performance in Business English Translation course.