Research Article | | Peer-Reviewed

Teaching Reform of the English-Chinese Interpreting Course of Application-Oriented University Based on the POA Theory

Received: 20 September 2023     Accepted: 31 October 2023     Published: 8 November 2023
Views:       Downloads:
Abstract

As the process of global integration accelerates, China's increasing frequency of interactions with the outside world. Particularly the "Belt and Road" initiative has further deepened China‘s connections with the international community. China's extensive cooperation and exchanges on a global scale have led to a growing demand for English professionals. Faced with this wave of globalization, applied universities must undergo comprehensive teaching reforms. This research, guided by the Production-Oriented Approach, focuses on English-Chinese interpretation courses as its subject of study. Based on an analysis of the current status of interpretation courses at applied universities, it explores new directions for curriculum reform. This study engages in teaching reform practices within the three stages of driving, facilitating, and evaluating, recognizing the distinct advantages of applying the Production-Oriented Approach in promoting students' English-Chinese interpreting output. This educational method stimulates students' interest in learning, enhances their confidence in English-Chinese interpreting, improves their English language application skills, and enhances their competitiveness in the job market, aligning with the talent cultivation strategy of applied universities. Therefore, teachers should actively embrace the teaching principles of the Production-Oriented Approach, with the aim of nurturing students' language output capabilities in classroom instruction. They should strive to maximize practical language output activities for students, integrating the learning of language input knowledge with its practical application. This approach encourages the fusion of learning and application, guiding students to use what they learn during their studies and learn through practical usage. It enhances their interpretation practical skills and contributes to the cultivation of applied talents with both language output abilities and practical capabilities, serving the needs of society.

Published in Science Innovation (Volume 11, Issue 6)
DOI 10.11648/j.si.20231106.11
Page(s) 219-224
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Production-Oriented Approach, Application-Oriented University Education Reformation, English-Chinese Interpreting Ability

References
[1] 张德江.应用型人才培养的定位问题及模式探析 [J]. 中国高等教育, 2011. 18: 24-26.
[2] 杨艳丽.应用型本科院校基础英语教学现状及应对策略研究 [J]. 现代交际, 2021. 10: 18-20.
[3] 何莲珍. 新时代大学英语教学的新要求——«大学英语教学指南» 修订依据与要点 [J]. 外语界, 2022. 4: 13-18.
[4] 毕争. “产出导向法” 理论体系的解读与应用 [J]. 英语学习, 2022. 3: 6-9.
[5] 何莉. 应用型本科院校大学英语教学现状及应对策略研究 [J]. 西部学刊, 2023. 193: 105-108.
[6] 连彩云. 创新翻译教学模式研究——为地方经济发展培养应用型专业翻译人才 [J]. 中国翻译, 2011. 4: 37-41.
[7] 刘波涛. 产出导向法在大学英语听说教学中的应用研究 [J]. 内蒙古农业大学学报 (社会科学版), 2022. 1: 33-28.
[8] 文秋芳. “产出导向法”与对外汉语教学 [J]. 世界汉语教学, 2018, 32 (3): 387-400.
[9] 邱琳. “产出导向法”语言促成环节过程化设计研究 [J]. 现代外语, 2017. 3: 386-396.
[10] 鲁文霞, 朱勇. 产出导向型汉语口语教学中的驱动环节研究 [J]. 世界汉语教学, 2021. 3: 422-431.
[11] 文秋芳. “产出导向法” 的中国特色 [J]. 现代外语, 2017. 3: 348-358.
[12] 张伶俐. “产出导向法” 的教学有效性研究 [J]. 现代外语, 2017, 40 (3): 369-376+438.
[13] 孔雪飞. 高职英语教学中基于产出导向法重构混合式教学的思考 [J]. 广西教育, 2021. 35: 137-139.
[14] 杨燕. 产出导向法在大学英语输入性听力技能教学中的创新应用研究 [J]. 荆楚理工学院学报. 2023, 38 (01): 57-63+91.
[15] 王培培. 产出导向法视域下 “用英语讲好中国故事” 教学实践——以亳州学院为例 [J]. 沧州师范学院学报, 2023. 9: 117-123.
Cite This Article
  • APA Style

    Wang, Y., Yin, L. (2023). Teaching Reform of the English-Chinese Interpreting Course of Application-Oriented University Based on the POA Theory. Science Innovation, 11(6), 219-224. https://doi.org/10.11648/j.si.20231106.11

    Copy | Download

    ACS Style

    Wang, Y.; Yin, L. Teaching Reform of the English-Chinese Interpreting Course of Application-Oriented University Based on the POA Theory. Sci. Innov. 2023, 11(6), 219-224. doi: 10.11648/j.si.20231106.11

    Copy | Download

    AMA Style

    Wang Y, Yin L. Teaching Reform of the English-Chinese Interpreting Course of Application-Oriented University Based on the POA Theory. Sci Innov. 2023;11(6):219-224. doi: 10.11648/j.si.20231106.11

    Copy | Download

  • @article{10.11648/j.si.20231106.11,
      author = {Yitong Wang and Lu Yin},
      title = {Teaching Reform of the English-Chinese Interpreting Course of Application-Oriented University Based on the POA Theory},
      journal = {Science Innovation},
      volume = {11},
      number = {6},
      pages = {219-224},
      doi = {10.11648/j.si.20231106.11},
      url = {https://doi.org/10.11648/j.si.20231106.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20231106.11},
      abstract = {As the process of global integration accelerates, China's increasing frequency of interactions with the outside world. Particularly the "Belt and Road" initiative has further deepened China‘s connections with the international community. China's extensive cooperation and exchanges on a global scale have led to a growing demand for English professionals. Faced with this wave of globalization, applied universities must undergo comprehensive teaching reforms. This research, guided by the Production-Oriented Approach, focuses on English-Chinese interpretation courses as its subject of study. Based on an analysis of the current status of interpretation courses at applied universities, it explores new directions for curriculum reform. This study engages in teaching reform practices within the three stages of driving, facilitating, and evaluating, recognizing the distinct advantages of applying the Production-Oriented Approach in promoting students' English-Chinese interpreting output. This educational method stimulates students' interest in learning, enhances their confidence in English-Chinese interpreting, improves their English language application skills, and enhances their competitiveness in the job market, aligning with the talent cultivation strategy of applied universities. Therefore, teachers should actively embrace the teaching principles of the Production-Oriented Approach, with the aim of nurturing students' language output capabilities in classroom instruction. They should strive to maximize practical language output activities for students, integrating the learning of language input knowledge with its practical application. This approach encourages the fusion of learning and application, guiding students to use what they learn during their studies and learn through practical usage. It enhances their interpretation practical skills and contributes to the cultivation of applied talents with both language output abilities and practical capabilities, serving the needs of society.
    },
     year = {2023}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Teaching Reform of the English-Chinese Interpreting Course of Application-Oriented University Based on the POA Theory
    AU  - Yitong Wang
    AU  - Lu Yin
    Y1  - 2023/11/08
    PY  - 2023
    N1  - https://doi.org/10.11648/j.si.20231106.11
    DO  - 10.11648/j.si.20231106.11
    T2  - Science Innovation
    JF  - Science Innovation
    JO  - Science Innovation
    SP  - 219
    EP  - 224
    PB  - Science Publishing Group
    SN  - 2328-787X
    UR  - https://doi.org/10.11648/j.si.20231106.11
    AB  - As the process of global integration accelerates, China's increasing frequency of interactions with the outside world. Particularly the "Belt and Road" initiative has further deepened China‘s connections with the international community. China's extensive cooperation and exchanges on a global scale have led to a growing demand for English professionals. Faced with this wave of globalization, applied universities must undergo comprehensive teaching reforms. This research, guided by the Production-Oriented Approach, focuses on English-Chinese interpretation courses as its subject of study. Based on an analysis of the current status of interpretation courses at applied universities, it explores new directions for curriculum reform. This study engages in teaching reform practices within the three stages of driving, facilitating, and evaluating, recognizing the distinct advantages of applying the Production-Oriented Approach in promoting students' English-Chinese interpreting output. This educational method stimulates students' interest in learning, enhances their confidence in English-Chinese interpreting, improves their English language application skills, and enhances their competitiveness in the job market, aligning with the talent cultivation strategy of applied universities. Therefore, teachers should actively embrace the teaching principles of the Production-Oriented Approach, with the aim of nurturing students' language output capabilities in classroom instruction. They should strive to maximize practical language output activities for students, integrating the learning of language input knowledge with its practical application. This approach encourages the fusion of learning and application, guiding students to use what they learn during their studies and learn through practical usage. It enhances their interpretation practical skills and contributes to the cultivation of applied talents with both language output abilities and practical capabilities, serving the needs of society.
    
    VL  - 11
    IS  - 6
    ER  - 

    Copy | Download

Author Information
  • School of Foreign Language, Liaoning University of International Business and Economics, Dalian, China

  • School of Foreign Language, Liaoning University of International Business and Economics, Dalian, China

  • Sections