A Study on the Impact of Situational Simulation Teaching on the Application of Translation Strategies among English Majors in Universities

Abstract

This study investigates the impact of situational simulation teaching on the application of translation strategies among university English majors. Drawing on relevant theoretical frameworks and classroom practices, the research explores how authentic, context-rich learning scenarios influence students' cognitive and metacognitive engagement in translation tasks. The findings indicate that situational simulation enhances learners' strategic awareness, promotes active decision-making, and fosters collaborative problem-solving skills. Through carefully designed tasks, scenario settings, and structured feedback, students demonstrate improved ability to plan, monitor, and evaluate their translation choices. In addition, reflective activities and peer interactions contribute to the development of autonomous learning, enabling students to regulate their own strategy use and adapt to varying translation contexts. The study also highlights implications for curriculum design, suggesting that task-driven, strategy-oriented approaches integrating authentic materials and reflective practices can effectively bridge theoretical knowledge and professional translation practice. Overall, situational simulation teaching offers a promising pedagogical approach to cultivate strategic competence, self-directed learning, and practical translation skills among university learners. The results provide a foundation for ongoing curriculum reform and future research on innovative translation pedagogy.