1. Introduction

Vocabulary knowledge is the foundation of language acquisition and second language learning, and is crucial for language comprehension and production. Hulstijn believes that vocabulary knowledge is the core influencing factor for second language learning and cognitive processing. The importance of vocabulary knowledge in second language listening, speaking, reading, and writing abilities has been confirmed. Translation studies have shown that vocabulary has a significant impact on cognitive processing in translation, but the specific influence of translator's vocabulary knowledge on translation is not yet clear. This article will use various research methods to explore the impact and mechanism of translators' vocabulary knowledge on their English Chinese and Chinese English translation abilities.

2. Literature review

This article summarizes the different theoretical frameworks of vocabulary knowledge dimensions, especially the classification framework of Nation (1990), which includes four dimensions: word form, position, pragmatic function, and semantics, each of which includes both receptive and productive aspects. The literature reviewed the research on vocabulary translation strategies, bilingual psychological vocabulary representation, analysis of translated vocabulary features, translation evaluation based on lexical measurement features, and translation vocabulary teaching in translation studies. These studies emphasize the importance of vocabulary or vocabulary knowledge in translation, starting from the translation text or translation processing process. At the same time, it was pointed out that only a few studies have explored the impact of translator's vocabulary knowledge on translation ability. It was proposed that this study will focus on examining the effects and mechanisms of receptive and productive vocabulary knowledge on translation ability, and three research questions were raised.

3. Research methods

Introduced research methods, including subject selection, research tools, experimental procedures, and data processing and analysis. The subjects are 55 first-year master's students majoring in translation from a foreign language university in Beijing, aged 22-28. Most of them have directly entered the university and have limited translation experience. The research tools include receptive and productive vocabulary knowledge tests, as well as English Chinese and Chinese English text translation tests, all of which have good reliability and validity. The experimental program will be conducted by translation teachers in May, with English Chinese and receptive vocabulary tests conducted in class. Chinese English and productive vocabulary tests will be conducted every other week, with each test lasting 2 hours. After the completion of the test, the teacher will collect the answer sheets. The researchers also invited one MTI graduate student to give an oral presentation and interview, as well as two graduate students to transcribe and proofread. Data processing and analysis are evaluated by two translation teachers on a percentage scale, and the average score is used as the subject's English Chinese and Chinese English translation scores. If the score difference exceeds 5 points, the third teacher will be invited for a re evaluation. Data will be entered into SPSS 20.0 for processing and analysis, and missing data will be replaced with project averages.

4. Research results

Through correlation analysis, it was found that except for receptive vocabulary 2000 and productive vocabulary 2000, other levels of vocabulary knowledge were significantly correlated with English Chinese and Chinese English translation abilities. The correlation coefficient between the total vocabulary knowledge and translation ability exceeds 0.5, indicating a significant correlation. Stepwise regression analysis shows that receptive and productive vocabulary knowledge can significantly predict differences in English Chinese and Chinese English translation abilities, with receptive vocabulary knowledge having a greater impact on English Chinese translation abilities. The impact of different vocabulary levels on translation ability varies, for example, 10000 receptive words and 3000 productive words have a significant effect on English Chinese translation ability. The mediation effect test reveals that receptive vocabulary knowledge has an indirect impact on English Chinese translation ability through productive vocabulary knowledge, while productive vocabulary knowledge directly affects Chinese English translation ability, with receptive vocabulary knowledge as a mediating variable.

5. Discussion

This study explores the relationship and mechanism between receptive and productive vocabulary knowledge and English Chinese and Chinese English translation abilities. Research has found a significant correlation between two types of vocabulary knowledge and translation ability, but in graded vocabulary, the correlation between high-frequency words is not significant. Acceptable vocabulary knowledge involves understanding the basic meanings of vocabulary, while productive vocabulary knowledge includes the ability to correctly use spelling, grammar, collocation, and other skills. During the translation process, the translator needs to understand the original text and seek equivalent expressions, considering grammar, pragmatics, and cultural information to ensure accuracy and fluency. In English Chinese translation, the influence of receptive vocabulary knowledge is greater than that of productive vocabulary knowledge, and the role of productive vocabulary knowledge is more significant in Chinese English translation. The mediation effect analysis shows that receptive vocabulary knowledge directly affects English Chinese translation, and indirectly affects it through the mediating effect of productive vocabulary knowledge; Productive vocabulary knowledge directly affects Chinese English translation and indirectly influences it through the mediating effect of receptive vocabulary knowledge. The larger the vocabulary, the stronger the English Chinese translation ability. The productive vocabulary knowledge of 3000 is related to the frequency ratio of the original text, which affects the English Chinese translation score. In Chinese English translation, productive academic vocabulary, receptive vocabulary of 10000, and productive vocabulary of 3000 can all significantly predict differences in translation ability. Productive vocabulary knowledge plays a dominant role in code switching, translation output, and reading inspection stages, but also relies on receptive vocabulary knowledge to activate the target language semantics.

6. Conclusion

By integrating multiple research methods, this study explores the impact and mechanism of translators' vocabulary knowledge on their translation abilities. The research results indicate that receptive and productive vocabulary knowledge have a significant predictive effect on English Chinese and Chinese English translation abilities, and the pre measurements are different. Among graded vocabulary, 10000 receptive words and 3000 productive words can significantly predict English Chinese translation ability; Productive academic vocabulary, receptive vocabulary of 10000, and productive vocabulary of 3000 can significantly predict Chinese English translation ability. In English Chinese translation, receptive vocabulary knowledge is the direct influencing factor, while productive vocabulary knowledge is the mediating factor; In Chinese English translation, the mechanisms of action of the two are opposite. The study provides new ideas for the research of cognitive processing in translation, but there are also shortcomings, such as not considering other influencing factors such as short-term memory and working memory. Future research needs to systematically investigate the interaction and mechanism of each factor. In addition, research can increase the examination of Chinese vocabulary knowledge, expand the scope of discourse topics, and obtain a more comprehensive understanding.