A Study on the Multiple Teaching Models of Chinese Culture Integration in English Translation Courses Integrating Multimodal Discourse Analysis

Abstract

Abstract In this paper, we first preprocess the English-translated text to extract the statistical features of Chinese culture in the translated text using the TF-IDF model as well as the semantic features of Chinese culture using the Word2Vec model. Then, the Chinese cultural contents in English audio, text and video are extracted respectively, and the best way to integrate Chinese culture into English translation is analyzed through feature fusion. Based on the concept of multimodal teaching, a multifaceted teaching model of English translation incorporating Chinese culture was constructed, and the effect of the teaching model was evaluated through the dimensions of students’ performance, Chinese culture awareness, and teaching feedback. The results show that after multimodal teaching sig.=0.03<0.5, the difference in achievement is 8.1 from that before teaching. The average score of students’ Chinese cultural awareness is basically above 80, the maximum value is in the range of 90-96, and the minimum value is also near 80, which indicates that the multimodal English translation teaching with integration of Chinese culture can effectively improve the students’ responsiveness and cultural awareness level.