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- ISSN: 2382-6282 (Print); 2972-3108 (Online)
- Abbreviated Title: Int. J. Lang. Lit. Linguist.
- Frequency: Bimonthly
- DOI: 10.18178/IJLLL
- Editor-in-Chief: Dr. Jason Miin-Hwa Lim
- Managing Editor: Jennifer X. Zeng
- Indexed by: CNKI, Google Scholar, Crossref,
- E-mail: ijlll_Editor@126.com
IJLLL 2022 Vol.8(4): 259-263 ISSN: 2382-6282
DOI: 10.18178/IJLLL.2022.8.4.359
DOI: 10.18178/IJLLL.2022.8.4.359
Research on College English Translation Teaching Model from the Perspective of Context Theory
Zhou Hong
Abstract—With the continuous development of modern
society, the trend of global economic and cultural integration is
becoming more and more obvious. In order to cultivate talents
who can adapt to the development of globalization, the
National Education Department has strengthened its attention
to English teaching reform. English translation itself is an
important part and core content of English learning. Relevant
research on strengthening translation and other core abilities is
also in full swing. When teaching English translation, we can
appropriately use the theories related to context teaching as an
auxiliary, inject new vitality and vitality into College English
translation teaching, and let college English translation
teaching embark on the road of specialization. This paper
focuses on the College English translation teaching model from
the perspective of context theory, hoping to provide some
references and suggestions for relevant educators.
Index Terms—Context theory, college English, translation teaching, teaching model.
Zhou Hong is with Pingdingshan University, Henan Province, 467000, China (email: wanzhouhong0105@163.com).
Index Terms—Context theory, college English, translation teaching, teaching model.
Zhou Hong is with Pingdingshan University, Henan Province, 467000, China (email: wanzhouhong0105@163.com).
Cite:Zhou Hong, "Research on College English Translation Teaching Model from the Perspective of Context Theory," International Journal of Languages, Literature and Linguistics vol. 8, no. 4, pp. 259-263, 2022.