COLLEGE ENGLISH TEACHING REFORM DRIVEN BY THE TRANSLATION COMPETITION OF UNDERSTANDING CONTEMPORARY CHINA

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.