Exploring the Construction of English Translation Courses in Universities under the Threshold of Educational Philosophy

Abstract

It is becoming increasingly clear in university homerooms that the traditional teaching techniques used in English education today have serious flaws, which completely prevent the creative advancement of university English education and do nothing to advance the improvement of university students' overall English proficiency. The study aimed to determine how well students understood a variety of translation approaches by contrasting their choices with those made by professionals in a real-world setting. Undergraduate students and professional interpreters were thus accommodated by two arrangements of polls. The examination was guided by the subjective technique. The primary survey gave students the opportunity to express their feelings, concerns, and ideas regarding the translation course and procedure. This analysis revealed the understudies' methods, passions, and reasons for enrolling in the course. Also, it helped the understudy understand the value and benefits of the training. Nonetheless, the second survey revealed some insight into the choices made by experienced interpreters when performing a translation, particularly regarding text management methodology. These results provide an opportunity for educators to identify the needs of students in learning and practising the translation as closely as the expert does in order to find the most effective approach of teaching translation.