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Communication across Borders: Translation & Interpreting; Vol. 04 No. 02 (2024) 
ISSN (online): 2766-791X 
ISSN (print):    2770-6354  

 

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Research on an Integrated Translation Teaching Model Based on The Governance 
of China Database: A Case Analysis of the President of GDUFS's Speech to 

Freshmen 

Jie LÜ 

School of English for International Business, Guangdong University of Foreign Studies, E-mail:1833904290@qq.com 

Abstract 
The Governance of China Database (The Database) is a comprehensive platform for both research and teaching. This paper 
establishes an integrated teaching model based on the principles of Embodiment-Cognition-Construction, leveraging The 
Database to enhance translation education. With the aid of The Database, students can access numerous reference examples 
to refine their translations of a speech delivered to freshmen by the President of GDUFS. Both the model and The Database 
are applicable to similar discourse translations. 

Keywords: Teaching Model; Governance of China Database; Embodiment-Cognition-Construction 

1. Introduction 
Contemporary translation teaching must meet various educational objectives: beyond improving students' translation skills, it 
should also foster ideological and political awareness. It should align with the "three entries" (curriculum, textbooks, and 
classrooms) to help students deepen their understanding of national development, become familiar with national discourse, 
and enhance their ability to share China's stories effectively. The English translations of Xi Jinping: The Governance of China 
(hereinafter referred to as The Governance), published from 2018 to 2022, have attracted considerable interest in translation 
studies. According to Zhou and He (2023), research on The Governance primarily explores translation strategies, methods, 
and the handling of specific language phenomena, with limited application in teaching. 
An Integrated platform of Multilingual Database of Xi Jinping: The Governance of China1 (hereinafter referred to as The 
Database), developed by the Institute of Corpus Research at Shanghai International Studies University, serves as a high-level 
database for state political discourse. Since the release of version 2.0 in June 2022, university teachers have actively explored 
methods for integrating the Database into their teaching. However, current practices and research indicate that the application 
is still suboptimal, as most teachers have not yet found the most effective way to incorporate it. 

2. Translation Teaching Based on The Database 
The Database comprises a Corpus, a Knowledge Base, and a Literature Base, with the multilingual parallel corpus being its 
most essential component. Bilingual parallel corpora aid students in understanding source texts and translating them more 
fluently into target languages (Zanettin, 1998). Second language learners often lack familiarity with national discourse, a gap 
the Understanding Contemporary China textbook series aims to address. When translating texts reflective of Chinese 
contemporary discourse, students often struggle with comprehension and expression. The abundant language data and 
examples in The Database help students overcome these difficulties. 
Wang (2004:28) argues that corpus tools are particularly valuable when translating from one's mother tongue into a foreign 
language. He also notes that parallel corpora can facilitate the search for specific translation strategies, enhancing accuracy, 
authenticity, and providing multiple translation options that go beyond what bilingual dictionaries offer. One of The 
Database's primary goals is to support translation education. Li and Hu (2021:87), developers of The Database, assert that 
"Through observation and analysis of extensive language data, students improve through self-discovery and self-exploration" 
and that it "provides more data support for teaching political text translation, allowing for a more objective and scientific 
approach to language teaching." The Database should therefore provide robust support for translation instruction. 
There are two main approaches to incorporating The Database into translation education: directly applying the platform 
content in teaching or using the platform as tools in a more tool-oriented approach. The former approach is straightforward—
for example, the “Teaching Module” within The Database offers translation strategies and techniques, such as conversion, 
domestication, specification, omission, perspective change, alienation, addition, and more. The “Terminology Library” and 
                                                           
1 http://imate.cascorpus.com 



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“Allusion Library” in the Knowledge Base can also serve as translation course materials. However, this method tends to be 
criticism-oriented, and the platform’s limited case selection can make the teaching process monotonous, reducing both 
teachers' and students' enthusiasm. 
Teachers should emphasize the second approach: toolizing The Database and embedding it into teaching. Research in this 
area remains sparse. For instance, Wang and Liu (2023) built a corpus based on The Governance and applied it in teaching, 
guided by constructivist teaching theory and using a scaffolding model for Chinese-English translation instruction. Zhang 
(2023) developed an ideological and political approach in translation courses based on The Database by integrating content 
with language instruction. To effectively toolize The Database, it is necessary to combine specific teaching philosophies and 
designs to achieve holistic integration. 
3. An Integrated Teaching Model 
3.1 Theoretical Bases 
With extensive teaching experience, the author has developed an integrated teaching model of “Embodiment-Cognition-
Construction,” grounded in experiential philosophy, cognitive linguistics, and constructivism. These three theoretical 
foundations have been combined to guide translation teaching and studies. For instance, Zeng (2011, 2013) proposed an 
Embodiment-Constructivism Model, suggesting that constructivism requires experiential cognitive perspectives to reveal the 
essence of translation across language, thought, and mind, with the two theories having complementary effects. Wang (2021) 
proposed Embodiment-Cognition Theory, asserting that translation is a cognitive activity based on multiple interactions. 
Translators thoroughly understand the meanings expressed in the original text, which relate to both the real and cognitive 
worlds, and use various methods to map these meanings into the target language, constructing and conveying them through 
creative imitation. This paper aims to integrate experiential philosophy, cognition, and constructivism into a unified model. 
3.1.1 Experiential Philosophy 
The experiential philosophy in teaching originates from cognitive linguistics (Lakoff & Johnson, 1980, 1999) and emphasizes 
learning through experience and reflection. It focuses on practical, hands-on activities to enhance understanding and skill 
development. As Zeng (2013:63) states, human experience of the world relies on the senses, each with specific experiential 
perceptiveness. In translation teaching, this approach can be implemented by incorporating real-world translation tasks, 
simulations, and interactive exercises, allowing students to apply theoretical knowledge in practical contexts. Experiential 
learning activities help students improve their translation skills, critical thinking, problem-solving abilities, and cultural 
awareness. This approach also promotes active engagement and collaboration, creating a more immersive and effective 
learning experience in translation education. 
3.1.2 Cognition 
Cognition involves the mental processes of acquiring, processing, storing, and using information, including perception, 
attention, memory, language, problem-solving, decision-making, and reasoning. Researchers in cognitive psychology study 
how individuals perceive, think, and remember, aiming to understand the mechanisms and structures underlying these 
processes. Wang (2007:583) emphasizes that translation is grounded in multiple interactive cognitive activities. In translation, 
efforts should be made to outline both the real and cognitive worlds that the author seeks to depict. Cognitive science draws 
from psychology, neuroscience, linguistics, philosophy, and computer science to explore mental functions and information 
processing. Tan (2012) suggests that teachers should guide students to use various cognitive tools and resources to reconstruct 
meaning across diverse textual contexts, highlighting the importance of cognition in translation teaching. 
3.1.3 Constructivism 
Constructivism likens learning to the process of building or constructing (Fox, 2001:23). Learners develop knowledge about 
the world and build cognitive structures through environmental interaction. The psychological and cognitive development of 
learners is influenced by social factors, with the environment playing a critical role in their growth. Huang (2013:70) suggests 
that a comparable corpus contains texts in two or more languages within the same domain, enabling teachers to select texts 
that stimulate students’ interest according to specific teaching tasks. Constructivist teaching encourages teachers to create 
authentic contexts that meet each student’s learning needs in every new situation, turning them into facilitators of learning 
and addressing students' diverse needs (Green & Gredler, 2002:59-61). Educators should foster a conducive learning 
environment, inspire student enthusiasm, guide exploratory learning, and enhance knowledge acquisition. The learning 
process includes context, negotiation, conversation, and meaning construction. 
3.2 Teaching Design 
To effectively integrate The Database into translation teaching, it is essential to select texts similar to the discourse system. 
Teachers should enhance their understanding of national leaders' discourse and actively gather relevant language materials. 



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The author has focused on identifying suitable teaching content, with high-quality language materials being key to utilizing 
The Database effectively and sparking students' interest in translation. The 2022 speech delivered to freshmen by the President 
of Guangdong University of Foreign Studies serves as an ideal teaching material—its relevance to campus life resonates with 
students, enhancing engagement. Four paragraphs, totaling 1,059 words, are selected, with each paragraph approximately 250 
words. Students work in groups of four, with 4–6 groups based on class size. For classes with more than four groups, 
paragraphs can be translated multiple times to allow peer comparison. 
A flipped classroom model is employed: students first complete the translation task in groups, and in class, the teacher 
compares, analyzes, and revises their translations with reference to The Database. For example, in the four parallel classes 
taught by the author in 2023, differences appeared in the translations produced by different classes. This paper selects and 
compares representative student translations, summarizing and explaining these differences during discussions. 
3.3 An Integrated Model of Embodiment-Cognition-Construction 
This paper proposes an integrated model grounded in the theories and teaching design discussed above. The model can be 
visualized as follows: 

 

In the first stage, students enter the Embodiment phase, where they experience the translation process and challenges by 
working on a translation exercise of the president’s speech. They create a tentative translated version in small groups. When 
encountering translation difficulties, they may consult dictionaries, search online, or discuss with teammates. 
In the second stage, students move into the Cognition phase. Here, the teacher introduces The Database and demonstrates 
examples relevant to their translation. These examples help students reassess their translations and reflect on specific 
translation issues. 
In the third stage, students enter the Construction phase, where they address translation problems and revise their translations 
with guidance from the teacher and support from The Database. 
The three stages are interconnected, with significant interaction between students and the teacher throughout. 
4. Case Analysis 
4.1 Translating Quotes Using The Database Directly 
Students often lack familiarity with language resources and national discourse. Research shows that even when students are 
aware of The Database, they seldom actively use it in translation practice. Some sentences in the president’s speech are direct 
quotes from The Governance, and The Database provides “ready-made” translations for these. By showcasing these 
translations, students gain a more profound understanding of the usage and context of these quotes. This approach leaves a 
lasting impression and reinforces their learning.  



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Table 1. Translation Examples Directly Quoted from The Database 
No. Source Text Student’s Version Database 
Example 1  

Zhì bù lì, tiānxià wú kě chéng 
zhī shì. 

Ambition does not stand, 
nothing can be achieved. 

Without resolve, one can 
accomplish nothing.  

Example 2 
 

 
Qīngnián lǐxiǎng yuǎndà, 
xìnniàn jiāndìng, shì yīgè 
guójiā, yīgè mínzú wú jiān bù 
cuī de qiánjìn dònglì. 

Teenagers with giant 
ambition and strong belief 
are the invincible motive 
power of a country and a 
nation. 

Young people with great 
ideals and firm beliefs are 
the driving force that 
builds an invincible nation 
. 

Example 3 
...... 

Fèndòu shì qīngchūn zuì 
liànglì de dǐsè...... 

Struggle is the most 
vibrant backdrop of 
youth... 

Hard work paints a bright 
backdrop for a young life. 

Example 4 
 

Dàxué zhī dào, zài míngmíng 
dé, zài qīn mín, zài zhǐ yú zhì 
shàn. 

The way of university 
study lies in enlighten the 
brilliant virtue, making 
intimate association with 
people, and striving to 
attain the highest 
accomplishment. 

The way to great learning 
is to manifest bright virtue 
and to treat the people as 
one 's own family , thereby 
arriving at supreme 
goodness .  

The above four sentences selected from the speech have been quoted from The Governance and can be easily searched from 
The Database. Compared with the version from The Database, students’ version are problematic in grammar, diction or 
style. Since students translated these sentences tentatively, they are pleased to learn the well-translated version from The 
Database.  
4.2 Translating Words and Phrases by Referring to The Database 

Translation example 5. 
Source text: “ ”  
Source text Romanized: Yī shì xīwàng nǐmen yǐ lǐxiǎng zhàoyào wèilái, zuò "yǎn zhōng yǒu guāng" de xīn shídài 
guǎngwài rén. 
Target text Student’s Version The first is to hope that you will illuminate the future with ambition and become 
GDUFSers of the new era with "light in the eyes".  
 

           Referential Examples from The Database 
Source text: ......

 
Source text Romanized: Wǒ xiāngxìn...... zài xīngxīng huǒjù de zhàoyào xià, zài dǎng de yángguāng de mùyù xià, 
wèi shíxiàn zhōnghuá mínzú wěidà fùxīng de zhōngguó mèng shíkè zhǔnbèi zhe. 
Target text: I believe you have made yourselves ready to realize the Chinese Dream, guide by your flag of the star 
and torch. 
Source text:   
Source text Romanized: Lǐxiǎng zhī guāng bù miè, xìnniàn zhī guāng bù miè. 
Target text: The light of our ideal will not go out and the light of our faith will not go out. 
 
Revised version for example 5. 
Source text: “ ”  
Target text: First I hope your future can be guided by your ideals and you grow up into a new generation of 
GDUFSers with “light in your eyes”. 

 
Translation example 6. 
Source text:  
Source text Romanized: 



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Target text Student’s Version): Ambition and belief are the cornerstones of your standing. 
 
 

           Referential Examples from The Database 
Source text:  
Source text Romanized: Guǎngdà qīngnián yīdìng yào jiāndìng lǐxiǎng xìnniàn. 
Target text: First young people must be firm in your ideals and convictions . 
 
Referential Examples from The Database 
Source text: ,...... 
Source text Romanized: Shítǐ jīngjì shì yīguó jīngjì de lìshēn zhī běn,...... 
Target text: The real economy is the very foundation of an economy,... 
 
Revised version for example 6. 
Source text:  
Target text: Ideals and convictions are the foundation of your life. 
 

The student’s version has some problems in translating “ ” and “ ” After the teacher showed them some 
examples containing the above four-character phrases, she also revised the translated version. In this case, students can learn 
the approach of applying The Database. 

Translation example 7. 
Source text: “ ” “ ”

 
Source text Romanized: Yǒule lǐxiǎng xìnniàn zhè ge “yā cáng shí” hé “zhǔ xīn gǔ”, qīngchūn suìyuè jiù bù huì xiàng 
wú duò zhī zhōu piāobó bù dìng, qiúxué zhī lù cái néng cóngróng zìxìn. 
Target text Student’s Version): With ambition and belief as the “ballast stone” and “backbone”, youths will not drift 
aimlessly, and the journey of pursuing knowledge will be self-assured and confident. 
 

           Referential Examples from The Database 
Source text:  
Source text Romanized: 
Target text: Good China - US cooperation will serve as an anchor for global stability and a booster for world peace. 
 

           Referential Examples from The Database 
Source text: ,...... 
Source text Romanized: Zhōng-Měi liǎng guó hézuò hǎo le, jiù kěyǐ zuò shìjiè wěndìng de yā cáng shí, shìjiè hépíng 
de zhù tuīqì. 
Target text: ...always act as the backbone of the Chinese people in its historic response to domestic and international 
risks and tests of all kinds. 

 
          Referential Examples from The Database 

Source text:   
Source text Romanized: Qīngnián zhì cún gāoyuǎn, jiù néng jīfā fèn jìn qiánlì, qīngchūn suìyuè jiù bù huì xiàng wú 
duò zhī zhōu piāobó bù dìng. 
Target text: High ambitions can stimulate your potential to forge ahead, so that you will not drift aimlessly like a 
boat without a rudder. 
 
Revised version for example 7. 
Target text: With ideals and convictions as your anchor and backbone, you will be confirmed with confidence on 
your way of study without drifting aimlessly like a boat without a rudder. 
 
Translation example 8. 
Source text:  
Source text Romanized:Bù xiè fèndòu shì nǐmen de dònglì zhī yuán. 



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Target text Student’s Version): Persistent endeavor is the source of your motivator. 
 

           Referential Examples from The Database 
Source text: ...... 
Source text Romanized: Ràng qíndiligōngxué chéngwéi qīngchūn yuǎnháng de dònglì...... 
Target text: You should make assiduous learning a driving force... 
 
Revised version for example 8. 
Target text: The unremitting endeavors would be the source of your driving force. 

Many examples can be identified in this category. From students’ version, we can find that they may misunderstand the 
phrases in source text and translate them improperly. In Example 6, student’s version for “ ”is “ballast stone”, which 
is a literal translation. Yet the referential example from The Database translate it into “anchor”. The replacement of the 
metaphor, on one hand can keep the vividness of the speech and the other hand, is a more idiomatic expression in English 
world. Considering the following up clause “ ”, the word “anchor” make the whole 
sentence more coherent. In the process of teaching, the teacher shows the students the referential examples, tells them how to 
use the examples and helps them revise their translated version.  
 
4.3 Translating Sentences by Referring to The Database 
When we cannot find direct quotations or phrases from The Database, we can also refer to it with some sentence structures 
or patterns. 

Translation example 9. 
Source text: ......

 
Source text Romanized: ...... bù fù sháohuá, bù fù shídài, bù fù rénmín, zài qīngchūn de sàidào shàng fènlì bēnpǎo, 
shūxiě xīn shídài guǎngwài rén xīn xì jiāguó, dāndāng fèngxiàn de qīngchūn huá zhāng. 
Target text Student’s Version): ...live up to the youth, live up to the times, and live up to the people, run hard on the 
track of youth, write the youth chapter of ‘GDUFSers' caring for our country, and taking on the responsibility of 
dedication. 
 

           Referential Examples from The Database 
Source text: ...... 
Source text Romanized: Wǒmen yào bù fù rénmín zhòng tuō, wú kuì lìshǐ xuǎnzé...... 
Target text: We must live up to the trust the people have placed in us and prove ourselves worthy of history’s choice. 
 
Referential Examples from The Database 
Source text:   
Source text Romanized: Zài wèi rénmín lìyì de bù fù fèndòu zhōng shūxiě rénshēng huá zhāng ! 
Target text: ....and write a vivid chapter in your tireless endeavors to serve the interests of the people. 

 
Revised version for example 9. 
Target text: I hope you can live up to the youth, live up to the times, and live up to the people. Run vigorously on the 
track of the youth and write a vivid chapter of patriotism and dedication presented by new GDUFSers. 

 
Translation example 10. 
Source text: ......  
Source text Romanized: ...... zuò yǒu déxíng, zhī jìngwèi, míng dǐxiàn, shǒu guīzé zhī rén. 
Target text Student’s Version): You should advocate moral character, yearn for kindness, respect your own 
personality, to be a person who have virtue, know reverence, clear bottom line, observe discipline. 
 
Referential Examples from The Database 
Source text: ......  
Source text Romanized: ..... péiyù zhī róng rǔ, jiǎng zhèngqì, zuò fèngxiàn, cù héxié de liánghǎo fēngshàng. 
Target text: ...and cultivate the social trends of recognizing honor and disgrace, practicing integrity , encouraging 
dedication and promoting harmony. 



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Revised version for example 10. 
Target text: Being a person of having virtues and merits, knowing what to respect, clarifying the bottom line, and 
obeying rules and regulations.  

In these two examples, the teacher presents students with similar sentence structures or patterns. This method can also 
effectively enhance students’ awareness of parallel texts. 
5. Conclusion 
With the assistance of The Database, both teaching and learning have improved. The integrated model of Embodiment-
Cognition-Construction proves effective for both teachers and students. For teachers, it enables them to enhance their own 
knowledge while teaching. For students, it provides a means to find suitable reference examples and revise their translations. 
The teaching model and methods discussed in this paper are applicable in similar translation classes. As mentioned above, 
The Database is a comprehensive and resourceful platform that requires further exploration for more applications in both 
teaching and research. 
 
Fund: The paper is one of the achievements of 2022 Guangdong Higher Education Reform Project, “Reform and Practice of 
Teaching English Translation Based on The Multilingual Database of Xi Jinping: The Governance of China”. [

2022 “ ‘ ’
” ] 

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