Commercializing Biotechnological Tools for Enhanced English Translation Education: Applying Cognitive Psychology and Behavioral Science in University Teaching Methods
Li Wei
Panzhihua University, 617000, Panzhihua, Sichuan, China
DOI:https://doi.org/10.5912/jcb1753
Abstract:
This paper explores the development of an innovative interactive teaching model for English translation at the collegiate level, grounded in the principles of cognitive psychology and behavioral science from a biotechnological standpoint. Utilizing biotechnological tools to examine cognitive processes underpins this research, where student mental processes are analyzed through an information processing model that is akin to computational methods in biotechnology. This approach allows for a precise understanding of how students acquire, store, process, and utilize linguistic information, thereby enhancing the teaching of English translation. The integration of behavioral science is central to this model, which leverages data-driven techniques to tailor and optimize teaching strategies according to measurable student behaviors and outcomes. The study compares the effectiveness of this biotechnologically-supported interactive method against traditional teaching approaches. The results are quantifiable and significant: in assessments, the number of students who could translate English comprehensively increased from 16 to 36, marking a 55.6% improvement. This evidence suggests that interactive teaching methods enriched with biotechnological insights into cognitive and behavioral processes substantially elevate students' translation performance. Such findings not only advance the pedagogical strategies in language education but also offer valuable commercial insights into the application of biotechnology in enhancing educational outcomes. This research provides a robust framework for further innovation in the interactive teaching of English translation and other academic disciplines.