Corpus-Based Translation Pedagogy: A Preliminary Case Study

Abstract

This research is grounded in the practical experiences of teaching translation at a specific local university and aims to introduce an innovative corpus-based pedagogical framework tailored for translation courses. Through a comparative study involving undergraduate students’ training experiments, the research seeks to provide valuable insights into the effective integration of corpus technology in translation education, meticulously examining aspects such as course design, corpus resources, teaching content, and implementation strategies. The results of the teaching practice reveal that the newly proposed pedagogical model significantly enhances the expression of translations, elevates students’ English proficiency as translators, diversifies learning methods, and fosters increased interest and self-learning capabilities among students. Building upon these findings, future translation education should prioritize the enrichment of corpus teaching resources and dynamic tracking of students’ daily corpus usage. Translation instructors must continually refine their corpus usage skills and enhance their digital integrated capabilities to effectively adapt to the evolving needs of translation course reforms in the current context. This research contributes to the ongoing discourse on the integration of corpus technology and Data-Driven Learning (DDL) in language teaching, offering insights into how educators can harness the potential of corpus tools and DDL pedagogy in their classrooms.