1 Introduction

The English translation of the Civil Code is crucial for the dissemination and image shaping of the rule of law system, requiring translators to accurately understand legal terminology and achieve smooth communication between Chinese and Western legal cultures. The deletion of legal cultural information tests the translator's ability and has research value. This article analyzes the translation strategies of the Civil Code from the perspective of CBI theory, focusing on the transfer and standardization of terminology translation concepts, and proposes reasonable revision suggestions to improve the quality of translation teaching.

2 Theoretical Basis

The research on legal English translation has gone through five stages, currently centered around learning. The teaching focus includes legal language expression, translation strategies, and discourse types. The textbook is based on real legal documents and aims to meet the needs of students majoring in law or English. The CBI theory emphasizes language teaching as the main approach, combining legal knowledge to solve legal problems and convey legal culture. The research on the English translation of the Civil Code conforms to the principles of CBI and involves complex relationships such as legal provisions, intertextuality, discourse coherence, language and cultural context. In teaching, flexible translation strategies should be adopted based on the classification of text functions. The core of CBI theory lies in teaching language content, with legal terminology being a key knowledge point. The teaching objective of translating the Civil Code is to provide a concise and easy to understand translation. Teachers need to optimize teaching design, cultivate students' methods of handling English translations of legal provisions, and achieve clear meaning communication under the guidance of CBI theory.

3 Research Design

This chapter explores the application of CBI teaching method in the English translation teaching of the Civil Code of the People's Republic of China, aiming to solve the problems of word class and sentence structure conversion, and achieve the integration of teaching value, knowledge, and ability. The study uses the Peking University Treasure English Translation Database as the basic corpus, combined with classroom observations and survey questionnaires, to analyze the stylistic features and translation techniques of legal provisions. The research subjects are sophomore students majoring in English at a science and engineering university in Xi'an. They complete translation tasks through group cooperation and conduct self-evaluation and peer evaluation. The research steps include pre class translation practice, in class analysis and discussion, and post class teaching feedback to promote the improvement of students' legal translation abilities.

Translation Teaching Design of the Civil Code Based on CBI Theory

Elaborated in detail on the teaching design of the English translation of the Civil Code of the People's Republic of China based on the theory of Contrastive and Comparative Interlanguage (CBI). Teaching is divided into three stages: in the first stage, teachers analyze the language characteristics of the Civil Code to help students understand legal knowledge; In the second stage, teachers guide students to explore the terminology and sentence structures in the English translation of the Civil Code, and discuss the relationship between domestication and foreignization; In the third stage, students analyze specific cases, compare the advantages and disadvantages of different translations, and propose revision suggestions to cultivate critical thinking.

5 Research Analysis and Discussion

In legal translation teaching, non linguistic factors such as usage context, requirements, and purposes have a significant impact on the translated text. The teaching of English translation of the Civil Code needs to improve students' recognition and sensitivity to non linguistic issues. Under the CBI teaching philosophy, teaching activities are flexible and promote students' perception, exploration, and expression of viewpoints. Students should combine the terminology of the mainland legal system, attach importance to communication context, semantics, syntax, break through legal and cultural barriers, choose appropriate translation methods, and enhance translation abilities, without having to fully grasp the laws, culture, and history of the target country.

6 Conclusion

A quasi experimental study compared the combination of content and language teaching with traditional teaching; The CBI teaching model enhances students' translation literacy and critical thinking through translation cases of the Civil Code; The research entry point for the English translation of omitted sentences in the Civil Code is relatively narrow; Suggest reforming the legal translation course, optimizing the curriculum system, and achieving a win-win situation between theory and practice.