A Study on the Application of Alignment Translation in Translation Teaching: The Case of “traumatic imagery” Poetry

Abstract

This article explores the application value of aligned translation in Spanish translation teaching, using “traumatic imagery” poetry as a specific case to analyze its effectiveness in enhancing students’ language skills and cross-cultural understanding. The research selects Northeast Anti-Japanese United Army poetry and Spanish anti-fascist poetry as contrastive corpora, employing comparative research and empirical teaching methods to explore how aligned translation promotes students' grasp of cultural symbols and emotional meanings in complex literary texts. The study shows that through aligned translation practice; students can not only establish a systematic cognition of bilingual correspondence but also deeply understand the expressive differences of traumatic narratives in different cultural contexts. This method not only enriches the means of translation teaching but also provides an effective pathway for cultivating foreign language talents with critical thinking and cultural empathy. Finally, the article also points out the limitations of this method in handling culture-specific items and graded teaching and offers suggestions for future research directions.