Author(s)

Li Li

Affiliation(s)

School of Foreign Studies, South China Agricultural University, Guangzhou 510642, Guangdong, China.

Corresponding Author

Li Li

ABSTRACT

This study implemented a College English teaching model for non-English majors, driven by the translation competition of “Understanding Contemporary China” and theoretically framed by the Production-Oriented Approach (POA). A 12-week teaching experiment involving two non-English major classes was conducted, employing translation tests, competition performance analysis, classroom observation, and a questionnaire to systematically assess the impact of the model on students’ translation competence, thematic cognition, and international communication awareness. Findings indicates that the model significantly enhances students’ accuracy in translating core Chinese terminology, deepens their thematic understanding, and strengthens their intercultural communication awareness, thereby establishing an effective cycle of promoting learning through competition and application through learning. The research offers practical insights for integrating competitions into College English instruction and suggests future directions in pedagogical synergy, technology integration, and cross-institutional collaboration.

KEYWORDS

Translation competition; POA; English teaching reform; Intercultural awareness; Understanding Contemporary China 

CITE THIS PAPER

Li Li. College English teaching reform driven by the translation competition of Understanding Contemporary China. World Journal of Educational Studies. 2026, 4(1): 23-29. DOI: https://doi.org/10.61784/wjes3123.

REFERENCES

[1] Sun Jisheng, Shi Yi. “Understanding Contemporary China Series” and the Cultivation of High-Quality Foreign Language Talents. Foreign Language Education in China, 2023, 6(03): 23-28+93. DOI: 10.20083/j.cnki.fleic.2023.03.023.

[2] Wang Shouren. Serving the National Demand of “Telling China’s Story Well” and Cultivating First-Class Foreign Language Talents in the New Era. Foreign Language Research, 2024, 47(01): 46-55+159.

[3] Wang Wenbin. The Foreign Language Ability Enhancement and Education Are the Precondition for Empowering International Promotion. Language Strategies Research, 2022, 7(06): 8.

[4] Liu Moxiao. Innovation in College English Textbook Compilation from an International Communication Perspective. Foreign Language Education in China, 2025, 8(04): 56-65. DOI: 10.20083/j.cnki.fleic.2025.0038.

[5] Baker M. In Other Words: A Coursebook on Translation (3rd ed.). Routledge, 2018.

[6] House J. Translation: The Basics. Routledge, 2018.

[7] Zhang Weiwei, Luo Weihua, Hong Yilin. Self-repair in Student Interpreters’ English-Chinese Consecutive Interpreting: An Empirical Research Based on Data from “The All China Interpreting Contest”. Journal of Dalian University, 2019, 40(03): 119-127.

[8] Zhou Limin. Exploration of Multi-Dimensional Integration and Empowerment in Applied Translation Education and Teaching. Shanghai Journal of Translators, 2021(01): 28-33.

[9] Wen Qiufang. Developing a Theoretical System of Production-Oriented Approach in Language teaching. Foreign Language Teaching and Research, 2015, 47(04): 547-558+640.

[10] Wen Qiufang. Chinese Features Displayed in the Production?Oriented Approach. Modern Foreign Languages, 2017, 40(03): 348-358+438.

[11] Xiao Weiqing. Telling China's Story Well in College English Textbooks in the New Era: Connotation and Practice. Foreign Languages Research, 2024, 41(04): 55-59+66. DOI: 10.13978/j.cnki.wyyj.2024.04.004.

[12] Tian Liu, Mo Zaishu. Strategies for Telling China’s Stories Well in College English Textbooks: With New Era Mingde College English as an Example. Foreign Languages in China, 2024, 21(03): 63-68. DOI: 10.13564/j.cnki.issn.1672-9382.2024.03.004

[13] Chang Haichao. Telling China's Stories Well in College English Courses:Current Situations,Pathways,and Methods. Computer-Assisted Foreign Language Education, 2021(05): 96-100+14. DOI: 10.20139/j.issn.1001-5795.2021.05.013

[14] Yue Hao, Zhuang Enping. An Exploration of the Implementation Approach to Ideological and Political Education in College English Curriculums: Telling China’s Stories in an Intercultural Way. Foreign Language Education, 2022, 43(05): 55-59. DOI: 10.16362/j.cnki.cn61-1023/h.2022.05.004

[15] Zheng Haoyan. The Application of Understanding Contemporary China: Chinese-Portuguese Translation in  Translation Teaching. Foreign Language Education and Application, 2025: 113-121.

[16] Bao Yi, Tao Lichun. Exploring Reforms in Translation Courses for English Majors at STEM Universities:Emphasizing International Publicity Translation to Share China’s Stories. Journal of Beijing International Studies University, 2024, 46(06): 151-161.

[17] Zhao Yonggang. Research on the Narration of Chinese Culture in CET Translation Questions. Shanghai Journal of Translators, 2024(05): 49-54+95.

[18] Cai Jigang. On Cultivating International Communication Competence: Discursive Competence and Translation Competence. China University Teaching, 2023(Z1): 19-24.

[19] Wu Haiying. Problems and Innovations in the Cultivation Program for English Majors in China from the Perspective of International Communication—Based on Content Analysis Method. Computer-Assisted Foreign Language Education, 2024(01): 101-108+126. DOI: 10.20139/j.issn.1001-5795.20240114

[20] Sch?ffner C. Translation and Political Discourse. In The Routledge Handbook of Translation and Politics. Routledge, 2014: 1-15.

[21] Si Xianzhu. Ideological and Political Education in Translation Teaching:Concept and Practice. Foreign Languages in China, 2021, 18(02): 97-103. DOI: 10.13564/j.cnki.issn.1672-9382.2021.02.018

[22] Ren Wen, Zhao Tianyuan. An Empirical Study of the Evaluation of Interdisciplinary Education in Translation and International Communication Programs: Rationale, Design, and Effectiveness. Foreign Language Education, 2025, 46(04): 63-70. DOI: 10.16362/j.cnki.cn61-1023/h.2025.04.005.