Author(s)

Feng Shao, Junhu Lu

Corresponding Author

Feng Shao

Abstract

With the in-depth implementation of China's cultural "Going Global" strategy and the national deployment to enhance the communication power of Chinese civilization, College English translation teaching has become increasingly prominent in cultivating compound talents with the international perspectives and cross-cultural communication capabilities. Based on the requirements of College English Teaching Guidelines and China Translation Competence Assessment Standards, this paper analyzes the core problems in current teaching: outdated teaching concepts (confusing "teaching translation" with "translation teaching"), lack of systematic knowledge about English-Chinese language differences, and uneven quality of textbooks (with obvious "translationese"). Accordingly, it proposes herewith the innovative paths: conceptual transformation (from "teaching translation" to "translation teaching", focusing on competence and thinking cultivation; from knowledge input to application output; from single teaching method to multi-dimensional integration); and methodological innovation (proposing the "Three-Stage and Six-Step" translation teaching method, emphasizing the systematic training of micro-skills). The research shows that updating concepts, optimizing methods, and improving textbook structure are of great practical value for enhancing non-English majors' translation competence and cultivating high-quality talents.

Keywords

College English, Translation Competence, Teaching Concept, English-Chinese Differences, "Three-Stage and Six-Step" Teaching Method