Exploration of Challenges and Strategies in Teaching Business English Translation in Higher Vocational Education

Wen  Deng; Liping  Jia; Pei  Li

doi:10.54691/k7bpqr74

Authors

Wen Deng
Liping Jia
Pei Li

DOI:

https://doi.org/10.54691/k7bpqr74

Keywords:

Business English translation, higher vocational education, teaching strategies, stratified teaching, technology integration.

Abstract

This study utilizes a literature review to offer comprehensive insights into the challenges in teaching Business English translation in higher vocational education. It identifies key challenges, including students’ weak English foundations (e.g., limited vocabulary, poor grammar, and over-reliance on AI tools), monotonous teaching models (e.g., outdated methods and insufficient cross-cultural training), and the disconnection between textbooks and market demands (e.g., theoretical focus and lack of practical relevance). To address these issues, four strategies are proposed: 1) stratified teaching, involving dynamic grouping and micro-class/flipped classroom models to cater to diverse proficiency levels; 2) project-driven learning integrated with competitions, such as real-world translation projects and certification-aligned curricula; 3) technology empowerment, leveraging translation tools (e.g., Trados, VR) and industry collaboration to bridge skill gaps; and 4) diverse evaluation systems, combining process-oriented assessments and feedback loops for continuous improvement. These strategies aim to enhance teaching quality, foster practical competence, and align education with industry needs, ultimately cultivating translators capable of thriving in global business environments.

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