1　Introduction

This section defines the conceptual connotation and linguistic features of China-specific chunk expressions, pointing out their characteristics of integrating unique Chinese cultural content and expression habits with stable syntactic structures and semantic logic, and clarifying the importance of their English translation competence for international communication. It then reviews the deficiencies in existing research: insufficient attention to the paratactic features and cognitive difficulty of the source language, and the fragmented and superficial tendency of traditional translation teaching. Subsequently, it introduces Data-Driven Learning (DDL) and deep learning theory as solutions, reviews the current research status of DDL teaching at home and abroad, noting that multi-word structures have become the focus of foreign research but lack exploration of multi-functional integrated application of corpus platforms, while domestic research mostly remains at the level of functional introduction. Finally, it clarifies that this paper will, based on deep learning theory and the multilingual database integrated platform of Xi Jinping: The Governance of China, explore the implementation path of DDL teaching for English translation of China-specific chunk expressions through case studies.

2　Theoretical Rationale for DDL-Based English Translation Teaching Design of China-Specific Chunk Expressions Oriented Toward Deep Learning

This section discusses the theoretical basis for deep learning-based DDL teaching design for English translation of China-specific chunk expressions. Regarding the characteristics of deep learning, building upon the five core traits proposed by Guo Hua (2021), this study adds the characteristics of "internalization, expression, and adaptability" to form six features: activity and experience emphasize students' active participation; association and structure focus on the integration of experience and knowledge; essence and variation require uncovering intrinsic connections; internalization, expression, and adaptability focus on deep understanding and innovative application; transfer and creation emphasize problem-solving in authentic contexts; value and evaluation point toward moral education. In terms of teaching design, this model adheres to the "student-centered" concept, adopting a teacher-guided, student "bottom-up" inductive approach, divided into three stages: pre-class focuses on value evaluation and technical internalization, guiding students to consider methodological advantages through MOOC training; in-class serves as the core component, comprising four steps of pre-translation analysis, corpus exploration, classroom interaction, and formative evaluation, where students induce rules from corpus examples and transfer them to new contexts; post-class strengthens transfer, creation, and value internalization, prompting students to transform the sense of mission of "telling China's stories well" into personal pursuit. The entire design, through inquiry-based learning, task-driven approaches, and process evaluation, achieves the transformation of teachers' roles toward designers and facilitators, with students becoming discoverers and researchers.

3　Application Cases of the Integrated Platform in DDL-Based English Translation Teaching of China-Specific Chunk Expressions

This section presents six specific application cases of Data-Driven Learning (DDL) based on the multilingual database integrated platform of Xi Jinping: The Governance of China in English translation teaching of China-specific chunk expressions, conducted with second-year undergraduate English majors at a university in Hubei Province over one semester.

In terms of concordance function application, by retrieving bilingual concordance lines of three-character and six-character chunk expressions such as "抓落实" (zhuā shíshí, grasp implementation), students are guided to independently discover translation patterns, recognizing that "抓" (zhuā, grasp) cannot be separated from "落实" (shíshí, implementation) for literal translation, but should be processed holistically as expressions like "ensure implementation," thereby cultivating a holistic extraction view of Chinese chunk expressions and avoiding literal or forced translation resulting from analytical processing paradigms.

In terms of KWIC (Key Word in Context) application, based on the noticing hypothesis theory, guessing activities are designed. Taking "群众路线" (qúnzhòng lùxiàn, mass line) as an example, through contextual clues provided by multiple concordance lines revealing the connotative features of target chunk expressions from shallow to deep, students strengthen cognitive processing and long-term memory while inferring "mass line," simultaneously achieving the integration of ideological-political education and translation teaching.

In terms of word cluster and collocation function application, by retrieving word clusters of "谋" (móu, seek/plan), its positive collocation tendencies with "人民" (rénmín, people), "幸福" (xìngfú, happiness), "复兴" (fùxīng, rejuvenation), etc. are discovered, and compared with the neutral semantic prosody of "seek" in the COCA corpus, clarifying that "谋利益" (móu lìyì, seek benefits) should not be literally translated as "seek benefit" but flexibly handled as "in the interests," etc.; simultaneously, through contrastive retrieval of "谋私利" (móu sīlì, seek personal gain), negative semantic tendencies are revealed, using translations like "seek personal gain," thereby strengthening value shaping and cultivation of family-country sentiment during this process. Using "中华文明" (Zhōnghuá wénmíng, Chinese civilization) as a keyword to retrieve collocates, students are guided to appreciate the practical significance of excellent traditional Chinese culture.

In terms of parallel concordance application, by retrieving four-character chunk expressions following "一定要" (yídìng yào, must) and their translations, contrasting the chunk-like, discrete, and reversible features of Chinese "与人民心心相印、与人民同甘共苦、与人民团结奋斗" (yǔ rénmín xīnxīn-xiāngyìn, yǔ rénmín tónggān-gòngkǔ, yǔ rénmín tuánjié-fèndòu, share heart-to-heart affinity with the people, share weal and woe with the people, unite and strive with the people) with the hypotactic characteristics of English translations revealing adverbial logic of purpose through "for," students are helped to recognize Chinese-English differences and adjust processing paradigms.

In terms of translation strategies and techniques function application, students are encouraged to observe translation examples and independently induce patterns, such as analyzing why idioms like "拍脑袋决策" (pāi nǎodai juécè, make decisions by slapping one's head) and "拍胸脯表态" (pāi xiōngpú biǎotài, make promises by slapping one's chest) adopt domestication strategies translated as "make casual decisions and empty promises," cultivating higher-order thinking abilities, and designing translation exercises, true-false questions, etc. to consolidate learning effects.

4　Application Effects of the Integrated Platform

This section examines the application effects of DDL teaching based on the multilingual database integrated platform of Xi Jinping: The Governance of China. Teachers reflect from six characteristic dimensions of deep learning: "activity and experience" promotes cooperative inquiry and emotional development; "association and structure" helps students form systematic thematic knowledge systems; "essence and variation" cultivates higher-order thinking and adaptability; "internalization, expression, and adaptability" ensures fluent and idiomatic translations; "transfer and creation" enhances innovative thinking and practical abilities; "value and evaluation" achieves the integration of knowledge, competence, and international communication literacy. Student feedback shows that DDL teaching transforms them from passive recipients to active explorers, with teachers' roles correspondingly shifting to facilitators and evaluators. The study indicates that this model can effectively help students form holistic extraction views of chunk expressions, strengthen collocation application abilities and semantic prosody awareness, cultivate family-country sentiment and research capabilities, and achieve learner-centered deep learning.

5　Conclusion

This section discusses the application value of the integrated platform in data-driven deep learning of China-specific chunk expressions, noting that it can address problems such as fragmentation, superficiality, and insufficient authority of translation examples in traditional teaching; emphasizes that with platform functions, teachers can guide students to explore Chinese-English differences, discourse styles, and translation strategies, promoting the transformation of teaching toward systematization, student-centeredness, and deep learning, while cultivating family-country sentiment and facilitating personalized learning; finally explains that due to space limitations, only teaching design is presented, and future empirical and action research is needed to validate the model's effects, contributing to the realization of the trinity educational goals of foreign language education.