Research on Business English Translation Teaching in the Context of Economic Integration

doi:10.21203/rs.3.rs-3909956/v1

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Research on Business English Translation Teaching in the Context of Economic Integration

https://doi.org/10.21203/rs.3.rs-3909956/v1

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In the stage of business English translation teaching, the lack of integration of objective needs leads to the difficulty in achieving the ideal teaching effect. Therefore, the research on business English translation teaching under the situation of economic integration is proposed. For the teaching preparation, the requirements of the actual situation of business English translation for specific translation and the way of creating the situation are fully considered in the form of economic integration. The situational construction of the teaching process is realized from the perspectives of teachers' ideology and classroom situation materials; For the links in the teaching course, the situational teaching method with the attribute of "knowledge and action interaction" is constructed. By guiding students to gradually participate in the real situational activities with the characteristics of economic integration, the progressive teaching method from the periphery to the core is designed according to the three measures of new course introduction, active atmosphere and cognitive strengthening. In the test results, students' academic level and learning investment are at a high level, and good teaching results have been achieved.

Economic integration

Business English translation

Situation creation

Ideology

Classroom situation materials

In recent years, in the process of world economic development, an economic development model^[1–2]based on economic integration has gradually formed. Analyzing the main characteristics of economic integration, the most obvious difference from the traditional economic model is that in a specific region, part or all of the economic sovereignty is transferred, so that the corresponding region carries out relevant economic development activities in a unified form. In terms of specific forms, it can be divided into free trade area, customs union and economic union^[3–4]. The main reason for the emergence of this economic development model is that in recent years, economic communication in the world region has become more and more frequent. In the context of the overall improvement of the world economic level, adapting to the different economic development situations is the only way to promote the development of the world economy. In this process, the main factor limiting the speed of economic development is that there are different degrees of differences in the economic management models of different economies^[5–6]. With the idea of economic integration, the influence of various national regimes on the economy has been effectively weakened, and the economic barriers between different countries have been broken to a large extent, providing good basic conditions for promoting economic exchanges between countries. However, it should be noted that with the gradual increase in the number of members of economic integration, improving the auxiliary work of economic cooperation has become one of the most important contents^[7–8]. Among them, business English translation is one of the important link carriers with the expanding scope of economic cooperation. An analysis of the development of business English translation teaching in colleges and universities at this stage shows that as one of the basic positions for cultivating professional talents that meet the needs of the society^[9–10], while adhering to the purpose of running the school, only by complying with the trend of the times and carrying out relevant teaching jellies can we cultivate more excellent and competitive English professional translators. As one of the key contents of English teaching in colleges and universities, English translation teaching has always been concerned, and it is also the main difficulty in the teaching system^[11–12]. Although the teaching quality has been improved to a certain extent, in the face of the demand for English translation talents under the form of economic integration, although some achievements have been made, there are still some problems. The analysis of specific deficiencies is mainly reflected in two aspects. First, the language environment of colleges and universities is relatively scarce, and the most direct impact of this is that translation teaching and students' real life situations are difficult to achieve effective fit^[13–14]; Secondly, during translation teaching activities, some teachers have the problem of putting the cart before the horse. Grammar courses based on translation examples and translation theory courses based on theory occupy most of the classroom time. The most direct impact of this is that students cannot really understand the core of business English translation^[15–16].

On the basis of the above, this paper proposes the research on business English translation teaching under the situation of economic integration, and tests the practical application effect of the design teaching method under the condition of the unique control variable based on the actual environment.

1.1 Design of teaching preparation

In the process of designing the teaching preparation link, this paper fully considers the requirements of the actual situation of business English translation for specific translation in the form of economic integration^[17–18]. Therefore, in the process of business English translation teaching in colleges and universities, situational cognitive theory is introduced. On this basis, the situational construction of the teaching process is realized through the way of situational creation^[19–20]. Combined with this theoretical basis, in the preparation phase, this paper focuses on two aspects of preparation, and the corresponding preparations can be expressed as

$$f(x)=t(x)+q(x)$$

Among them,$f(x)$is represented by x Business English translation teaching content is the core teaching preparation content,$t(x)$is represented by x Business English translation teaching content as the core of teachers' ideas,$q(x)$is represented by x Business English translation teaching content is the core of classroom situational materials. It should be noted that the teachers' ideology in formula (1) is different from the traditional business English translation teaching in colleges and universities. It is necessary to adapt to the objective needs under the form of economic integration and abandon the indoctrination ideology, so as to avoid the problem of poor integration of situational cognitive theory and business English translation teaching due to the backward teaching ideology^[21–22]. In response to this problem, this paper refines the teachers' ideology in the teaching preparation process. While abandoning the traditional outdated ideology, it also designs a specific way to establish teachers' ideology with the goal of building awareness of the situation of knowledge and action interaction, which can be specifically expressed as

$$t(x)=\sum {{p_i}} +\sum {{m_j}}$$

Among them,${p_i}$refers to the college led teacher training,${m_j}$refers to the reinforcement learning led by teachers themselves. It is subdivided as shown in Table 1.

Table 1

Ways to realize the establishment of teachers' ideology in the teaching preparation phase
Establish pathways	Execution method
${p_i}$	Organize English teacher communication and training meetings Organizing simulation classes
${m_j}$	Pay attention to intersperse classroom situations in the process of lesson preparation Explore the content context that can be created in textbooks

It can be seen from the way to realize the establishment of teachers' ideology in the teaching preparation link shown in Table 1 that, on the one hand, in the college led teacher training phase, two implementation methods are set up, namely, organizing English teachers' exchange training meetings and organizing simulated classes. Among them, the main role of teacher exchange training meetings is to guide teachers to learn situational teaching methods, and on this basis, to further improve the communication and learning between teachers^[23–24]; The main role of organizing the simulation classroom is to ensure the final teaching implementation effect through targeted analysis of the problems existing in the simulation classroom.In the stage of teacher led reinforcement learning, two implementation modes are set up, namely, interspersed classroom situation and content situation creation. Among them, the main function of interspersed classroom situations is to enable students to form basic cognition in the actual translation scenes under the form of economic integration^[25]; In the content context creation stage, attention should be paid to the fact that the content context should be based on the textbook, and the knowledge context in the textbook should be sorted out and excavated to ensure that the created content context is consistent with the teaching task and can indirectly reflect the translation needs in the form of economic integration.

In this way, the design of business English translation teaching preparation can be realized.

1.2 Design of links in teaching courses based on economic integration

As for the links in business English translation teaching, to a great extent, it determines the final teaching quality. Therefore, in addition to giving full play to the guiding role of teachers, this paper constructs a situational teaching method that includes the attribute of "knowledge and action interaction". By guiding students to gradually participate in real situational activities, it realizes the progressive teaching method from the periphery to the core. Figure 1 shows the specific implementation of the links in the business English translation teaching course designed in this paper.

According to the way shown in Fig. 1, the teaching of business English translation is mainly divided into three parts, namely, introduction of new courses, active atmosphere and cognitive enhancement. Among them, the way to introduce new lessons is to create problem situations, which can fully stimulate students' interest in autonomous learning. Considering the core of situational cognition theory, it is extremely necessary to ensure the indivisibility of knowledge and situation. Therefore, this paper adopts problem-based example teaching as the specific implementation of new lesson introduction. The second is the setting of the active atmosphere link. This paper aims to achieve this goal mainly by creating cooperation and communication situations.Based on the combination of knowledge and activity situation, the interactive teaching model with the situation cognition theory as the core is established. Among them, the composition of the interactive teaching mode can be expressed as English translation → discussion and communication → presentation of the final translation results → analysis, evaluation and explanation of the implementation process. Finally, the realization way of strengthening cognition is to create a real practice situation. On the basis of highlighting the students' dominant position, we should establish a classroom practice situation with the economic integration situation as the core, so that students can continuously strengthen their knowledge of economic integration business English translation in the process of participating in the situation. The practical application ability of the learned knowledge can meet the objective needs under the form of economic integration.

2.1 Test background

In the stage of analyzing the practical application effect of the business English translation teaching method designed in this paper, a comparative test was carried out based on some classes in a foreign language university who chose the course of Business English Translation. Among them, the corresponding majors of the selected classes to participate in the test are business English majors, and the learning stages are junior students. There are three classes to participate in the test, and the specific configuration is shown in Table 2.

Table 2

Basic configuration of test class
Test class number	Number of males/person	Number of women/person	Total number/person
A	16	12	28
B	15	13	28
C	15	12	27

According to the method shown in Table 2, Class A, Class B and Class C are determined as teaching effect test groups. In order to control the uniqueness of variables in the test process, two students who have taken translation courses in the previous two years are set as key test objects, so as to ensure that they have a certain translation learning foundation in the early stage of their study. In the specific teaching process, Class A uses traditional teaching methods, Class B uses conventional mixed teaching methods, and Class C uses the teaching methods designed in this paper. By comparing the teaching effect of different classes, the practical application value of different teaching methods is determined. In the specific testing process, the independent variable in the ideal state is the teaching method, and the dependent variable is the teaching effect. In order to ensure the accuracy and professionalism of the test results to the maximum extent, it is necessary to control the irrelevant variables of the test results. In view of this, this paper mainly restricts the test process from the following results, as shown in Table 3.

Table 3

Control Method of Independent Variables in Teaching Process
order number	Unrelated variable	set up	remarks
1	Lecturer	Teach the teaching content to three test classes with one teacher	Ensure that the teaching teachers have rich experience in teaching business English translation and can smoothly carry out the teaching work
2	content of courses	Ensure that all teaching content in the three classes is completely consistent	Nine main themes of the course "Business English Translation"
3	Teaching resources	Ensure that all teaching resources in the three classes are fully consistent	Videos, tests, documents, and PPT courseware used by teachers for teaching
4	Teaching duration	Ensure that all teaching hours in the three classes are completely consistent	There are 36 class hours of learning in total for 18 weeks, of which the learning for 18 weeks is divided into three stages, with the first three topic teaching as the first stage, 3–6 topic teaching as the second stage, and 7–9 topic teaching as the third stage

Control irrelevant variables in the teaching process in the way shown in Table 3 to ensure the reliability of test results. Through the teaching effect of different teaching methods, objectively evaluate the application value of the teaching methods designed in this paper.

2.2 Test results and analysis

In the stage of analyzing the test results, this paper fully considers the manifestation of teaching effects, and analyzes from two perspectives of students' academic level and learning engagement. Among them, students' academic performance is taken as the assessment indicator, and the data results are shown in Table 4.

Table 4

Comparison of Students' Academic Level under Different Teaching Methods/Score
evaluating indicator	Test group
evaluating indicator	Class A	Class B	Class C
Maximum value	95.50	95.00	95.50
minimum value	42.50	43.00	53.50
mean value	67.50	68.50	73.00
standard deviation	7.03	7.52	4.22

Combine the data shown in Table 4 to analyze the academic level of students under different teaching methods. Among them, the maximum scores of the three test groups are basically the same, without obvious differences, but the minimum scores are quite different. The minimum scores of Class A and Class B are 42.50 and 43.00, respectively, and the minimum score of Class C is 53.00. It can be seen that the design of teaching methods in this paper can improve the overall score distribution of students. In addition, the analysis of the average value and standard deviation of the three classes shows that the average value of Class A is low, while the average value of Class B is high, but the standard deviation is significantly larger than that of Class A, indicating that there is a more obvious polarization in the distribution of the scores of Class A, in contrast, the average score of Class C is 73.0, 5.5 and 4.5 points higher than that of Class A and Class B, respectively, and the standard deviation is only 4.22. Based on the above test results, it can be concluded that the business English translation teaching method designed in this paper can effectively improve students' academic level.

The second is the analysis of students' learning engagement. This paper takes classroom discussion participation and homework completion as indicators. Among them, classroom discussion participation is the ratio of the sum of the number of hands raised to answer questions and the number of supplementary answers to the total number of students in the class, and homework completion is the ratio of the number of students who have completed their work to the total number of students in the class. In this way, the test results are shown in Table 5.

Table 5

Comparison of students' learning investment under different teaching methods/%
evaluating indicator		Test group
evaluating indicator		Class A	Class B	Class C
Participation in classroom discussions	Maximum value	62.89	60.45	66.23
	minimum value	21.37	23.93	34.71
	mean value	33.4	35.96	42.74
	standard deviation	9.41	11.97	7.75
Job completion	Maximum value	69.89	72.45	75.23
	minimum value	36.56	39.12	49.90
	mean value	45.11	47.67	58.45
	standard deviation	8.40	10.96	6.74

Combined with the test results in Table 5, it can be seen that among the test results of students' learning engagement in the three test classes, Class C corresponding to the teaching method designed in this paper is obviously due to the control group. Among them, the maximum value of classroom discussion participation reached 66.23%, and the maximum value of homework completion reached 75.90%, respectively 3.34% and 5.34% higher than Class A, 5.78% and 2.78% higher than Class B. Based on the above test results, it can be concluded that the business English translation teaching method designed in this paper, which considers the form of economic integration, can comprehensively improve the teaching quality, and has good practical application value for the actual teaching work.

For business English translation teaching, it covers relatively more content. In addition to the most basic translation theory teaching, applied translation teaching and translation culture teaching are also extremely important components. From the above analysis, it can be seen that business English translation teaching is a subject with high requirements for students' comprehensive ability. Only by fully mobilizing students' language ability, logical thinking ability, understanding ability and cultural communication ability can we effectively achieve the goal of improving teaching quality. Considering the demand for English translation talents in the form of economic integration, it is necessary to reasonably design the teaching methods of business English translation. This paper proposes the research on business English translation teaching under the situation of economic integration. At the stage of college English translation teaching activity design, it strengthens the construction and integration of practice and situation, which not only improves students' understanding of the course content, but also stimulates students' investment in business English translation teaching. For practical teaching,It has good reference value.

Ethics Approval and Consent to Participate:

No participation of humans takes place in this implementation process

Human and Animal Rights:

No violation of Human and Animal Rights is involved.

Funding:

No funding is involved in this work.

Data availability statement:

Data sharing not applicable to this article as no datasets were generated or analyzed during the current study

Conflict of Interest:

Conflict of Interest is not applicable in this work.

Authorship contributions:

All authors are contributed equally to this work

Acknowledgement:

There is no acknowledgement involved in this work.

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No competing interests reported.

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Version 1

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You are reading this latest preprint version

Research on Business English Translation Teaching in the Context of Economic Integration

Status:

Version 1

Abstract

Figures

Introduction

Design of teaching methods for business English translation

1.1 Design of teaching preparation

1.2 Design of links in teaching courses based on economic integration

Application test

2.1 Test background

2.2 Test results and analysis

Conclusion

Declarations

References

Additional Declarations

Status:

Version 1

Establish pathways	Execution method
\({p_i}\)	Organize English teacher communication and training meetings Organizing simulation classes
\({m_j}\)	Pay attention to intersperse classroom situations in the process of lesson preparation Explore the content context that can be created in textbooks