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

Yitong Wang; Lu Yin

doi:doi:10.11648/j.si.20231106.11

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

Yitong Wang, Lu Yin

Published in Science Innovation (Volume 11, Issue 6)

Received: 20 September 2023 Accepted: 31 October 2023 Published: 8 November 2023

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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), 2024. Published by Science Publishing Group

Keywords

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

References

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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

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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

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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

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@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}
}

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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  -

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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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Lu Yin

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

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Plain Text BibTeX RIS

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

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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