53 EFFECTS OF COLLEGE ENGLISH TRANSLATION COURSES ON LANGUAGE FUNCTION OF SPECIAL GROUPS OF SCHIZOPHRENIC PATIENTS

Abstract Background Language dysfunction is a common problem in patients with schizophrenia, which is manifested as disorganized language, difficulty in semantic understanding and incoherent expression, which seriously affects their social interaction and quality of life. Effective language intervention can significantly improve patients’ language function, and translation courses are expected to provide new possibilities for patients’ language rehabilitation through comprehensive training of semantic understanding, language logic and expression skills. However, there is still no research on the intervention of English translation courses on the language function of patients with schizophrenia. The purpose of this study is to explore the effect of translation courses on the improvement of patients’ language ability, and to provide scientific support for designing more targeted intervention strategies in the field of mental health rehabilitation. Methods A randomized controlled trial was used to evaluate the effects of college English translation courses on language function in patients with schizophrenia. A total of 80 patients meeting the diagnostic criteria were recruited and divided into the intervention group (n=40) and the control group (n=40) according to the principle of randomization. The intervention group received a 12-week, 90-minute translation course twice a week. The course was designed to focus on tasks such as vocabulary transformation, syntactic structure analysis and text translation, and focused on comprehensive training of various language abilities. The control group participated in traditional language rehabilitation courses, which focused on basic language training and did not involve translation tasks. Language Organization Test (LOT) and Semantic Comprehension Score (Semantic Comprehension Score) were used in the study. SCS) and Expression Coherence Score (ECS) were used as primary assessment tools and patients were tested every 2 weeks. Results There were no significant differences in scores of LOT, SCS and ECS between the translation course group and the control group (P>0.05). After intervention, the LOT score of the translation course group increased from 45.7±6.2 to 62.4±5.8, the SCS score increased from 25.3±4.1 to 38.2±3.9, and the ECS score increased from 18.7±3.5 to 29.5±3.8. Were significantly higher than 54.8±6.3, 31.6±4.2 and 25.4±3.6 in the control group (P<0.05), as shown in Figure 1. Discussion The results of the study showed that English translation courses in colleges and universities significantly improved the language organization ability, semantic understanding and coherence of language expression of patients with schizophrenia, indicating that translation courses, as a multi-level language intervention means, have unique advantages for patients’ language rehabilitation. Through a variety of training content, translation courses not only enhance the language skills of patients, but also can promote the overall improvement of their cognitive function, providing a new way of rehabilitation for special populations. This study provides scientific support for the wide application of translation courses, but future studies need to explore the differentiated effects of different forms of translation tasks and evaluate their long-term effects and cross-cultural applicability. Funding No. JGJX24D0957.