Teaching Reform Strategies of University Interpretation Courses in the Post-Epidemic Era

Yitong Wang

doi:doi:10.11648/j.ijecs.20230802.15

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Teaching Reform Strategies of University Interpretation Courses in the Post-Epidemic Era

Yitong Wang

Published in International Journal of Education, Culture and Society (Volume 8, Issue 2)

Received: 18 April 2023 Accepted: 17 April 2023 Published: 23 April 2023

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Abstract

In the post-epidemic era, the profits of some enterprises have dropped sharply, for which prefer to choose employees with practical and productive skills in order to reduce their training expenses. This situation brings new challenges to university language education, especially the teaching of English-Chinese interpretation courses. At present, there are several problems in the English-Chinese interpretation courses, such as students’ weak listening and speaking skills, teachers outdate teaching methods and separation of learning and use of teaching materials, which are not conducive to the development of students’ English practice and output ability. This paper introduces the “Production-oriented approach” theory, which emphasizes language output, into the university English-Chinese interpretation teaching, carries out teaching reform in terms of teaching objectives, teaching design and teaching evaluation, and focuses on the practice of three links: driving, facilitating and evaluating. The results of the comparison study between the experimental class and the regular class show that the production-oriented approach has obvious advantages in promoting students’ output in English. Applying the production-oriented approach in the English-Chinese interpretation course can stimulate students’ interest in learning, enhance their self-confidence in English-Chinese conversion, improve their English application ability and employment competitiveness, and increase their employment rate. In this regard, teachers should actively adopt the teaching concept of Production-oriented approach, aim at cultivating students’ language output ability in classroom teaching, increase the practical aspects of students’ language output as much as possible, combine the input learning of language knowledge and output application, promote both, guide students to use in learning, use in learning, and cultivate application-oriented talents with language output and practical ability.

Published in	International Journal of Education, Culture and Society (Volume 8, Issue 2)
DOI	10.11648/j.ijecs.20230802.15
Page(s)	62-68
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), 2024. Published by Science Publishing Group

Keywords

English-Chinese Interpretation Education, Production-Oriented Approach, Teaching Reformation

References

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[2]	Wang Yan, Blended MTI Interpretation Teaching Based on Production-Oriented Approach [J]. Journal of Luoyang Normal University, 2021, 40 (09): 80-85.
[3]	Jiang Qiyao, POA-based Reform and Practice of Postgraduate Spoken English Course [J]. The Guide of Science & Education, 2022 (6): 110-112+154.
[4]	Qi pin, Shi Xiaochun, An Empirical Study on Applying Output-driven Methods to Cultivating College Students' Practical Ability in Listening and Speaking [J]. Foreign Language Research, 2015 (06): 132-135.
[5]	Jiang Liyan, Practical Application of Production Oriented Approach to English Teaching in the Application-oriented College [J]. Journal of Heihe University, 2022 (7), 117-119+167.
[6]	Wei Yasha, Blended Interpretation Teaching Based on Production-Oriented Approach [J]. University, 2021 (39): 73-76.
[7]	Zhang Wenjuan. College English classroom teaching practice based on the Production-Oriented Approach [J]. Foreign Language and Foreign Language Teaching, 2016 (2).
[8]	Wen Qiufang, Production Oriented Approach in Teaching Chinese as a Second Language [J]. Chinese Teaching in the World, 2018, 32 (03): 387-399.
[9]	Li Weiting, Research on Teaching Practice and Effectiveness of Chinese Translation Course Based on “Product-Oriented Approach” [J]. International Chinese Language Education, 2022, 7 (02): 76-83.
[10]	Wen Qiufang, Sun Shuguang, Designing scenarios for the motivating phase in the Production-oriented Approach: Key elements and examples [J]. Foreign Language Education in China, 2020, 3 (02): 4-11.
[11]	Li Yan, Feasibility Analysis of the Application of Production Oriented Approach in College English Teaching [J]. Contemporary Education Research and Teaching Practice, 2018 (06): 116-117.
[12]	Qi Taoyun, Sun Shuguang, Constructing a TSCA-based Teaching Model of Simultaneous Interpreting Course [J]. Chinese Translators Journal, 2023, 44 (01): 92-98+189-190.
[13]	Ellis R. Does form-focused instruction affect the acquisition of implicit knowledge. J. Studies in Second Language Acquisition, 2002, 24 (2): 223-236.
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[16]	Huang Qiang. Exploration of the Blended Teaching Model of College English Based on Production Oriented Approach [J]. Journal of Chongqing University of Education, 2023, 36 (01): 122-126.
[17]	Nunan, D. Task-based Language Teaching [M]. Cambridge: Cambridge University Press & Foreign Language Teaching and Research Press, 2011, pp. 96-99.
[18]	Bygate, M. The role of task repetition in task-based learning. In R. Ellis (Ed.), Learning English through tasks, John Benjamins Publishing, 1999, pp. 23-48.
[19]	Long, M. H., & Norris, J. M. (2000). Task-based teaching and assessment. In M. By. gate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing. Longman. 2000, PP. 287-319.
[20]	Willis, J., & Willis, D. Doing task-based teaching. Oxford University Press, 2007, pp. 133-136.

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APA Style

Yitong Wang. (2023). Teaching Reform Strategies of University Interpretation Courses in the Post-Epidemic Era. International Journal of Education, Culture and Society, 8(2), 62-68. https://doi.org/10.11648/j.ijecs.20230802.15

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Yitong Wang. Teaching Reform Strategies of University Interpretation Courses in the Post-Epidemic Era. Int. J. Educ. Cult. Soc. 2023, 8(2), 62-68. doi: 10.11648/j.ijecs.20230802.15

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AMA Style

Yitong Wang. Teaching Reform Strategies of University Interpretation Courses in the Post-Epidemic Era. Int J Educ Cult Soc. 2023;8(2):62-68. doi: 10.11648/j.ijecs.20230802.15

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@article{10.11648/j.ijecs.20230802.15,
  author = {Yitong Wang},
  title = {Teaching Reform Strategies of University Interpretation Courses in the Post-Epidemic Era},
  journal = {International Journal of Education, Culture and Society},
  volume = {8},
  number = {2},
  pages = {62-68},
  doi = {10.11648/j.ijecs.20230802.15},
  url = {https://doi.org/10.11648/j.ijecs.20230802.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20230802.15},
  abstract = {In the post-epidemic era, the profits of some enterprises have dropped sharply, for which prefer to choose employees with practical and productive skills in order to reduce their training expenses. This situation brings new challenges to university language education, especially the teaching of English-Chinese interpretation courses. At present, there are several problems in the English-Chinese interpretation courses, such as students’ weak listening and speaking skills, teachers outdate teaching methods and separation of learning and use of teaching materials, which are not conducive to the development of students’ English practice and output ability. This paper introduces the “Production-oriented approach” theory, which emphasizes language output, into the university English-Chinese interpretation teaching, carries out teaching reform in terms of teaching objectives, teaching design and teaching evaluation, and focuses on the practice of three links: driving, facilitating and evaluating. The results of the comparison study between the experimental class and the regular class show that the production-oriented approach has obvious advantages in promoting students’ output in English. Applying the production-oriented approach in the English-Chinese interpretation course can stimulate students’ interest in learning, enhance their self-confidence in English-Chinese conversion, improve their English application ability and employment competitiveness, and increase their employment rate. In this regard, teachers should actively adopt the teaching concept of Production-oriented approach, aim at cultivating students’ language output ability in classroom teaching, increase the practical aspects of students’ language output as much as possible, combine the input learning of language knowledge and output application, promote both, guide students to use in learning, use in learning, and cultivate application-oriented talents with language output and practical ability.},
 year = {2023}
}

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TY  - JOUR
T1  - Teaching Reform Strategies of University Interpretation Courses in the Post-Epidemic Era
AU  - Yitong Wang
Y1  - 2023/04/23
PY  - 2023
N1  - https://doi.org/10.11648/j.ijecs.20230802.15
DO  - 10.11648/j.ijecs.20230802.15
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 62
EP  - 68
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20230802.15
AB  - In the post-epidemic era, the profits of some enterprises have dropped sharply, for which prefer to choose employees with practical and productive skills in order to reduce their training expenses. This situation brings new challenges to university language education, especially the teaching of English-Chinese interpretation courses. At present, there are several problems in the English-Chinese interpretation courses, such as students’ weak listening and speaking skills, teachers outdate teaching methods and separation of learning and use of teaching materials, which are not conducive to the development of students’ English practice and output ability. This paper introduces the “Production-oriented approach” theory, which emphasizes language output, into the university English-Chinese interpretation teaching, carries out teaching reform in terms of teaching objectives, teaching design and teaching evaluation, and focuses on the practice of three links: driving, facilitating and evaluating. The results of the comparison study between the experimental class and the regular class show that the production-oriented approach has obvious advantages in promoting students’ output in English. Applying the production-oriented approach in the English-Chinese interpretation course can stimulate students’ interest in learning, enhance their self-confidence in English-Chinese conversion, improve their English application ability and employment competitiveness, and increase their employment rate. In this regard, teachers should actively adopt the teaching concept of Production-oriented approach, aim at cultivating students’ language output ability in classroom teaching, increase the practical aspects of students’ language output as much as possible, combine the input learning of language knowledge and output application, promote both, guide students to use in learning, use in learning, and cultivate application-oriented talents with language output and practical ability.
VL  - 8
IS  - 2
ER  -

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Author Information

Yitong Wang

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

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Plain Text BibTeX RIS

APA Style

Yitong Wang. (2023). Teaching Reform Strategies of University Interpretation Courses in the Post-Epidemic Era. International Journal of Education, Culture and Society, 8(2), 62-68. https://doi.org/10.11648/j.ijecs.20230802.15

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ACS Style

Yitong Wang. Teaching Reform Strategies of University Interpretation Courses in the Post-Epidemic Era. Int. J. Educ. Cult. Soc. 2023, 8(2), 62-68. doi: 10.11648/j.ijecs.20230802.15

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AMA Style

Yitong Wang. Teaching Reform Strategies of University Interpretation Courses in the Post-Epidemic Era. Int J Educ Cult Soc. 2023;8(2):62-68. doi: 10.11648/j.ijecs.20230802.15

Copy | Download

@article{10.11648/j.ijecs.20230802.15,
  author = {Yitong Wang},
  title = {Teaching Reform Strategies of University Interpretation Courses in the Post-Epidemic Era},
  journal = {International Journal of Education, Culture and Society},
  volume = {8},
  number = {2},
  pages = {62-68},
  doi = {10.11648/j.ijecs.20230802.15},
  url = {https://doi.org/10.11648/j.ijecs.20230802.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20230802.15},
  abstract = {In the post-epidemic era, the profits of some enterprises have dropped sharply, for which prefer to choose employees with practical and productive skills in order to reduce their training expenses. This situation brings new challenges to university language education, especially the teaching of English-Chinese interpretation courses. At present, there are several problems in the English-Chinese interpretation courses, such as students’ weak listening and speaking skills, teachers outdate teaching methods and separation of learning and use of teaching materials, which are not conducive to the development of students’ English practice and output ability. This paper introduces the “Production-oriented approach” theory, which emphasizes language output, into the university English-Chinese interpretation teaching, carries out teaching reform in terms of teaching objectives, teaching design and teaching evaluation, and focuses on the practice of three links: driving, facilitating and evaluating. The results of the comparison study between the experimental class and the regular class show that the production-oriented approach has obvious advantages in promoting students’ output in English. Applying the production-oriented approach in the English-Chinese interpretation course can stimulate students’ interest in learning, enhance their self-confidence in English-Chinese conversion, improve their English application ability and employment competitiveness, and increase their employment rate. In this regard, teachers should actively adopt the teaching concept of Production-oriented approach, aim at cultivating students’ language output ability in classroom teaching, increase the practical aspects of students’ language output as much as possible, combine the input learning of language knowledge and output application, promote both, guide students to use in learning, use in learning, and cultivate application-oriented talents with language output and practical ability.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Teaching Reform Strategies of University Interpretation Courses in the Post-Epidemic Era
AU  - Yitong Wang
Y1  - 2023/04/23
PY  - 2023
N1  - https://doi.org/10.11648/j.ijecs.20230802.15
DO  - 10.11648/j.ijecs.20230802.15
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 62
EP  - 68
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20230802.15
AB  - In the post-epidemic era, the profits of some enterprises have dropped sharply, for which prefer to choose employees with practical and productive skills in order to reduce their training expenses. This situation brings new challenges to university language education, especially the teaching of English-Chinese interpretation courses. At present, there are several problems in the English-Chinese interpretation courses, such as students’ weak listening and speaking skills, teachers outdate teaching methods and separation of learning and use of teaching materials, which are not conducive to the development of students’ English practice and output ability. This paper introduces the “Production-oriented approach” theory, which emphasizes language output, into the university English-Chinese interpretation teaching, carries out teaching reform in terms of teaching objectives, teaching design and teaching evaluation, and focuses on the practice of three links: driving, facilitating and evaluating. The results of the comparison study between the experimental class and the regular class show that the production-oriented approach has obvious advantages in promoting students’ output in English. Applying the production-oriented approach in the English-Chinese interpretation course can stimulate students’ interest in learning, enhance their self-confidence in English-Chinese conversion, improve their English application ability and employment competitiveness, and increase their employment rate. In this regard, teachers should actively adopt the teaching concept of Production-oriented approach, aim at cultivating students’ language output ability in classroom teaching, increase the practical aspects of students’ language output as much as possible, combine the input learning of language knowledge and output application, promote both, guide students to use in learning, use in learning, and cultivate application-oriented talents with language output and practical ability.
VL  - 8
IS  - 2
ER  -

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