A Study on College English Translation Teaching from the Perspective of English–Chinese Lexical Contrast
The study of English–Chinese lexical contrast is an important bridge to connect linguistic research with translation-teaching practice. Based on the Expectancy–Value Theory, from three dimensions: intrinsic value, attainment value, and utility value, the study explores the application of English–Chinese lexical contrastive knowledge in college English translation teaching. Employing literature review, qualitative analysis, and empirical methods, the research collected data from undergraduate students and college English instructors at Ningxia Medical University through semi-structured interviews and classroom observations. The researchers extracted core themes by open coding and categorical analysis. The findings indicate that medical students generally recognize the positive role of lexical contrastive knowledge in improving translation accuracy; however, they face practical challenges regarding vocabulary acquisition, insufficient practice hours, and limited awareness of English–Chinese cognitive differences. Based on these findings, a four-stage teaching model—“theoretical introduction, contrastive analysis, practical exercise, and feedback revision”—is proposed, aiming to provide a reference for college English translation teaching reform at Ningxia Medical University.
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