Sustainable Learning in Education

: This article presents a theoretical deﬁnition and conceptualization of sustainable learning in education (SLE). SLE is differentiated from teaching for sustainability or sustainable learning, which focuses on teaching ways to renew, rejuvenate, and reuse necessary resources, such as clean water. At its core, SLE consists of strategies and skills that enable learners to effectively renew, rebuild, reuse, inquire, be open-minded, and cope with challenging and complicated circumstances that require learning and relearning. Four aspects of SLE are described: (1) renewing and relearning; (2) independent and collaborative learning; (3) active learning; and (4) transferability. To further understand SLE, the self-regulated learning framework is used. This is an important and novel future direction for research and educational practice.

Introduction
Sustainable learning in education is a fairly new term with very little work or consensus related to its definition, assessment, or application [1][2][3]. It is critical to define sustainable learning in education (SLE) at the outset, as it differs from sustainable learning or sustainable development, which have been highly investigated and promoted in the last couple of decades. Whereas the term sustainable learning refers to the education and teaching of ways of living that enable sustainability-such as clean air and clean water (https://www.sustainablelearning.com/teaching-resources; accessed on 11 April 2021)-SLE is an emerging educational philosophy that refers to the curricula and methods of teaching and learning that provide individuals with the knowledge and know-how necessary for maintaining their learning in different circumstances (e.g., normalcy or crisis), during life transitions (e.g., from college to the workforce), and across different domains (e.g., math or literature; [1,2]). SLE includes teaching learners to be open-minded, inquire, reuse, renew, and rebuild to cope with complex and challenging circumstances that require learning and relearning. The learner is required to be active and vigilant, mindful and aware of external and internal conditions as part of ongoing assessments of their social and material world, acting effectively to better themselves and others. Teaching with an SLE-orientation aids educators in drawing out proactive and intentional learning from the individual as part of collaborative learning. Like sustainable energy, SLE is designed to equip learners with skills and strategies to renew themselves through inquiry, selfassessment, evaluation of their environment, and assessments of their social systems. In this way, learning is sustained throughout life as the world changes. Adopting an SLE approach is critical if we are to continue living on this earth, as the younger generations must acquire life skills that contribute to the ecological systems, their maintenance and thriving, and transfer their knowledge to older and new generations. Thus, the capacity to persevere and learn despite adversity and across contexts or situations is at the core of SLE. In what follows, SLE is defined and differentiated from sustainable learning and traditional learning. By applying pillars for sustainable resources and examining learning as a resource, four key aspects of SLE will be described. Applications of SLE in the field of education conclude the paper.

Defining Sustainable Learning in Education (SLE)
There is some confusion in the literature in the definition of terms related to sustainable learning; thus, it is important to differentiate sustainable learning from sustainable learning in education (SLE) [1,4]. Part of the reason that there is ambiguity in using these two terms is that sustainable learning models tend to promote SLE features without explicitly defining the term sustainability [1,2,[5][6][7] (see Figure 1 for schematic). For example, the Recycling Education Center [8] used interactive educational activity pods about recycling issues to promote sustainable learning. Another example is the Burns Model of Sustainability Pedagogy [9] that promotes educating for sustainable and ecological living through transformative learning that implements elements of SLE, such as situated experiential learning, process-oriented learning, and learning that is transferable. However, even with applying the same principles of learning, the content of sustainable learning may be applied to chemistry or history, in which case SLE would be implemented, but not necessarily sustainability pedagogy.

Defining Sustainable Learning in Education (SLE)
There is some confusion in the literature in the definition of terms related to sustainable learning; thus, it is important to differentiate sustainable learning from sustainable learning in education (SLE) [1,4]. Part of the reason that there is ambiguity in using these two terms is that sustainable learning models tend to promote SLE features without explicitly defining the term sustainability [1,2,[5][6][7] (see Figure 1 for schematic). For example, the Recycling Education Center [8] used interactive educational activity pods about recycling issues to promote sustainable learning. Another example is the Burns Model of Sustainability Pedagogy [9] that promotes educating for sustainable and ecological living through transformative learning that implements elements of SLE, such as situated experiential learning, process-oriented learning, and learning that is transferable. However, even with applying the same principles of learning, the content of sustainable learning may be applied to chemistry or history, in which case SLE would be implemented, but not necessarily sustainability pedagogy. The reverse of this is also true, in that aspects of sustainable learning may be taught in traditional classrooms as a face-to-face interaction between one instructor and a group of students, imparting facts and figures through lectures and readings. This has essentially been the case for many decades when such traditional learning methods were used to teach content that is today considered part of the sustainability curriculum and pedagogy (see [7,10]). Traditional learning is considered structured and methodological, with little room for spontaneity or interactive, experiential learning. The rigidness of traditional learning is often contrasted with distance learning, learning that incorporates technological media such as videos and computer use [11][12][13]. However, this type of learning can incorporate into its content a sustainability pedagogy. Thus, it is evident that sustainable learning does not necessitate SLE, and SLE does not ensure sustainable learning.
Another approach to sustainable learning is in considering how learning environments contribute to global sustainability. Following the United Nations sustainable development goals [3], sustainable development has attracted considerable interest. Sustainable development has been described and implemented as devoting attention to children, youth development, and early education [14] to decrease disparities between wealthy and poverty-stricken minors. Making the case as others have done (e.g., [15]) that early childhood education has long-term benefits for the environment, Samuelson and Park discuss the importance of early childhood education for sustainability [16]. In this sense, early The reverse of this is also true, in that aspects of sustainable learning may be taught in traditional classrooms as a face-to-face interaction between one instructor and a group of students, imparting facts and figures through lectures and readings. This has essentially been the case for many decades when such traditional learning methods were used to teach content that is today considered part of the sustainability curriculum and pedagogy (see [7,10]). Traditional learning is considered structured and methodological, with little room for spontaneity or interactive, experiential learning. The rigidness of traditional learning is often contrasted with distance learning, learning that incorporates technological media such as videos and computer use [11][12][13]. However, this type of learning can incorporate into its content a sustainability pedagogy. Thus, it is evident that sustainable learning does not necessitate SLE, and SLE does not ensure sustainable learning.
Another approach to sustainable learning is in considering how learning environments contribute to global sustainability. Following the United Nations sustainable development goals [3], sustainable development has attracted considerable interest. Sustainable development has been described and implemented as devoting attention to children, youth development, and early education [14] to decrease disparities between wealthy and poverty-stricken minors. Making the case as others have done (e.g., [15]) that early childhood education has long-term benefits for the environment, Samuelson and Park discuss the importance of early childhood education for sustainability [16]. In this sense, early childhood education contributes to sustainable living; however, it is not necessarily sustainable education if it does not include information about how to care for the earth, nor is it SLE if it does not include teaching strategies and processes to enable learning durability across contexts, situations, and domains.
Sustainable learning focuses on basic consensus points about sustainability, such as the interrelations of socioeconomic and biophysical matters and their interdependency over time. It considers material durability and ecological damage, taking into account the notion that decision-makers and stakeholders may desire a trade-off that is not always good for the environment [10]. Sustainability deals with issues that cross the social-economyecology divide, such as health, security, community vibrancy, opportunities and choices, equity, resource maintenance, and efficiency. All of these may be taught in traditional or SLE classrooms.
This critical differentiation between content versus its delivery is the primary goal of the proposed conceptualization of SLE. Whereas sustainability assessments initially focused on materials, situations, and trends that are viable for the long run from a biophysicalecological perspective that considers the social and economic good, the current work has moved beyond this conceptualization. It now addresses sustainability assessments, also from a learning perspective [2], further muddying the definitional waters. The current paper seeks to unpack SLE components that can be used as an element of learning any domain, whether in the sustainability pedagogy or in other fields such as mathematics, chemistry, history, survival skills, or art. When acquiring SLE, the learner becomes selfsufficient, can self-evaluate their learning and its usefulness, adjust the learning content or process to align with their needs and aims. In this manner, a young gamer may learn how to build a Minecraft house by drawing on SLE skills similar to the way that an engineer may draw on SLE to invent an innovative and necessary tool. Thus, the goal of SLE is to impart learning strategies that are useful anywhere, anytime, and with regard to all content.
The primary distinction between sustainable learning or pedagogy and SLE is that sustainable learning is content-specific, imparting knowledge and understanding that relates to a sustainable world. The adjective sustainable describes the process of non-depletion and the capability of being "maintained at length without interruption or weakening" [17]. SLE implements these same principles of sustainability to the learning process itself; for SLE, the resource is learning rather than water, energy, or food. SLE empowers the learner to seek and generate new ideas while self-evaluating, a skill that becomes crucial during life transitions [5,6], necessitating new forms of thinking, behaving, and emotional coping. To this end, SLE considers learning to be resilient and responsive to global changes and maintains that durable learning skills and strategies can be taught. SLE does not directly address the notion of global citizenship, responsible economy, or sustainable energy; however, these forms of sustainability are promoted as learners focus on how to maintain and renew resources as a way of life through their SLE-related learning skills, especially by adopting healthy strategies and behaviors [18]. In implementing these strategies individually and in groups and transferring them across domains or situations, SLE promotes global sustainability by educating responsible thinkers and reflective citizens. Learners are challenged to correct their learning strategies on the fly and also to apply a feedforward loop, whereby strategies that facilitated past success are carried over to future tasks [5,6]. Thus, learning becomes a resource when conceptualizing SLE as comprising overarching learning strategies to produce self-sustenance and extend the longevity and durability of learning.
From an examination of the empirical research and conceptualizations of sustainability emerge four key components that cut across this literature. First, energy and resources are renewable; that is, methods have been identified that facilitate water or food to be reused or renewed. Thus, viewing learning as the resource to be renewed throughout lifelong learning and education becomes an important component of SLE [18,19]. This notion is referred to as renewing and relearning.
A second aspect recurrent in the literature is the interdependency of human and earth, highlighting the accountability and responsibility that humans have to learn how to maintain the durability of resources individually on a day-to-day basis and as a member of a wider community. Much work on sustainability refers to equipping the individual with the knowledge, methods, tools, and skills to maintain and create conditions for continuous and renewable energy, individually and collaboratively. This element is referred to as independent and collaborative learning.
A third tenet of sustainable living is taking action to maintain the earth's supplies. Humans are required to be active, initiate, and create solutions to ensure the sustainability of resources. Applied to learning, this would require active learning.
A fourth theme, repeated throughout the sustainable learning pedagogy literature, is the transferability of learning from formal to informal settings, or what may also be termed as lifelong learning. Whereas much work has highlighted the role of higher education in providing the skills to negotiate the transition to the job market, life transitions also transpire from one learning setting to another (e.g., the primary to secondary school transition). This also includes the transfer of training, such as how certain computer game strategies can be applied to analytic skills. To summarize, applying a sustainability lens to learning as a resource yields four key components of SLE: (1) renewing and relearning; (2) independent and collaborative learning; (3) active learning; and (4) transferability, as further described below.

Renewing and Relearning
An important tenet of sustainability is renewing one's resources when necessary. This core pillar of sustainable living and development is at the heart of sustainable learning. It promotes the reuse of the earth's resources to avoid depletion and prolong its durability. Applied to learning processes, this entails the renewing and relearning of relevant information and strategies and recognizing when something is no longer appropriate. Much effort is exerted into resource sustainability assessments [10], inquiring about the amount and quality of water, energy, and food. Comparable to the assertion that limited resources should be renewed or produced in new ways, learning itself can be viewed as a renewable resource capable of being relearned when necessary. Parallel to the need to assess the earth's resources, there is a need to assess one's learning and knowledge. This includes not just indicators of learning-such as grades or scores-but also self-reflection on what one knows or needs to know for future situations.
To self-reflect, individuals need to be aware of what they know and evaluate it in relation to what needs to be learned. Thus, much work on SLE emphasizes self-assessment [2]. Students monitor their progress, their learning and the gaps between what they know and what they should know, based on criteria determined by a course (e.g., history), by a need (e.g., how to use a new appliance), or by themselves (e.g., I want to learn about dolphins). This enables learning new things or relearning concepts that might have either been forgotten or that need to be relearned because of advancements in the field. For example, having learned how to use a certain computer program during a college course, a new workplace may necessitate relearning the program or updating to its newest version. This evaluation of "what do I know," "what don't I know," and "how can I use this knowledge to enhance my learning to achieve a goal," aligns with the umbrella term meta-processes, which encompasses the knowledge and know-how related to cognitive, behavioral, and affective learning strategies [20].
Self-assessment may also be shaped by others' evaluation. For example, one's supervisor may provide feedback regarding a certain topic or performance. Boud (2000) argues that sustainable assessment should be seen as part of lifelong learning [21]. One should be prepared to accept external assessments of familiar and novel learning tasks they encounter throughout their lives. Assessment may be provided by parents, teachers, peers or colleagues, supervisors, and even strangers (especially in today's online media). Assessment provides a standard against which learners may evaluate what needs to be renewed and relearned to align with current and changing demands. Of course, this may be met with considerable frustration, especially among younger ages, who have limited knowledge and experience related to learning [22]. Whereas older learners are more attuned to how learning works, younger learners are less experienced and may assume they are fully equipped to perform future tasks, even if the format has changed or time has elapsed. To this end, educators play a critical role [20] in explaining and preparing children and youth to accept new learning and relearning as part of SLE.

Independent and Collaborative Learning
For learning to be self-sustained, one needs to know how to learn on their own but also draw on their community when needed. Clearly, a self-sustained individual knows how to learn independently, whether through online or offline resources, experiences, or trial and error. SLE involves one's ability to seek social support and scaffolding when needed, balancing them with one's independent learning. To this end, it is important to consider learning's relational aspects, such as with peers, teachers, or parents, whether through faceto-face communication or online [20]. Independent learning involves learning by oneself -being autodidactic. This involves identifying what needs to be learned and finding sources for these topics. Whereas today's online learning facilitates autodidactic learning, the ability to seek help when necessary is critical [23,24]. The help-seeking literature highlights its importance as a management strategy in self-regulated learning [24] and as a resource for advanced students [25]. Help-seeking may be especially beneficial during uncertain and complex situations when learning must be sustained. In this way, independent learning and help-seeking align with the notion of sustainability as maintaining durable learning-a critical aspect of SLE.
Whereas in help-seeking, the learner approaches a more able other to inquire or request help, collaborative learning is conducted in a group or through interaction aimed at learning the same or similar topic. In this way, collaborative learning may involve people with different levels of knowledge; however, the responsibility for completing the task is more evenly distributed than in help-seeking situations. Thus, collaborative learning may involve joining course mates to study for an exam or complete a group project. Team-based tasks at the workplace are common, as are collaborations that advance science innovations, with each member contributing their expertise. Multi-disciplinary education has been viewed as a tool to enable collaborative work that involves all participants aiming to facilitate the desired outcome. Collaborative learning may also be embedded within a learning community or a "community of practice" [26], where the learner may rely on other students, family, friends, teachers, and mentors to complement their own shortcomings. Laszlo and Laszlo (2007) suggest that communities of knowledge are, in essence, sustainable learning communities [27], viewing learning as the process of acquiring and creating knowledge. When embedded within the dimension of intellectual capital, learning and its knowledge production become critical as an important global commodity, not only for producing and disseminating sustainable pedagogy but also as a product that renews and regenerates itself.

Active Learning with a Future Orientation
To ensure sustained learning, one must be an active participant in their own learning. Active learning refers to learners seeking information actively and intentionally. Active learners can monitor their progress by applying a feedback loop where they evaluate their headway and consider what remains to be done and what needs to be adjusted to continue effectively. Whereas a feedback loop refers to applying information to a current or ongoing task, a feedforward loop has been suggested as a process by which one notes to themself what should be done the next time the task is encountered [5]. Learners may self-evaluate or receive or solicit guidance and information from others (e.g., teacher or peer) on ways to improve, modify, or revise future performance.
This notion of a feedforward loop is at the heart of forward-thinking. Durable learning is achieved by reinventing and recycling resources in the changing global economy as well as planning ahead by implementing lessons learned and considering potential un-knowns and uncertainties. In this sense, providing students skills to evaluate and calibrate their future learning proactively is critical for sustainable development. By promoting feedforward thinking, a range of sustainability goals may be supported. To this end, SLE, implemented within formal education topics (e.g., mathematics, language), serves multiple objectives formulated by the UN regarding sustainable development goals [3]. As part of the feedforward loop, learners are active, taking the initiative to adjust and maintain aspects related to the learning task. Whereas inaction ensures retaining more of the same behaviors and habits, action enables recalibrating to accommodate society's needs. Thus, actively seeking and identifying what needs to be learned, what works and how certain things manifest are elements of SLE that are likely to transfer beyond the classroom.

Transferability
While feedforward loops refer to encountering similar tasks differently in the future, transferability refers to the ability to apply familiar strategies, processes, or skills in different domains or contexts [19]. For example, having learned to parse a large project into smaller steps for a history project, students may employ the same tactic to plan smaller chunks of learning for a chemistry exam. Transferability across contexts also refers to using skills learned in one setting (e.g., at school) in another setting (e.g., at work, at home). Transferring learning strategies and processes becomes crucial during life transitions, such as graduating from kindergarten to grade school, from primary to secondary school, or from college to the workplace. Much work has addressed these life transitions, seeking to identify the critical components that enable successful passage through them [28][29][30]. For example, work on school readiness identifies the critical transferable skills that would ensure a smooth transition from kindergarten to the school classroom [31,32]. These skills include planning, regulating emotions, controlling attention, and engaging in social behaviors [33]. In essence, these skills align with the conceptualization of SLE.

Discussion
The four key aspects of SLE (renewing and relearning, independent and collaborative learning, active learning, and transferability) are embedded, theoretically and empirically, in the self-regulated learning literature. In self-regulated learning (SRL) models, a loosely recursive feedback loop is described at the core of learning [20,[34][35][36][37][38]. Learners articulate learning goals, either based on the curriculum, the individual's interpretation, planning, or on caring adults or peers. They adjust how their learning progresses from a content-related assessment as well as from self-reflection on their behaviors, cognitions, and emotions. Relying on self-assessment as part of learning, learners evaluate their progress toward learning goals and adjust their behaviors, cognitions, and emotions to achieve these goals. These strategies have been investigated as part of cognitive SRL, such as being able to shift and maintain focus [35,39] or as various levels of processing [35,37]. Behavioral SRL refers to behavioral traces [40] or planning what and where to study [38].
Most recently, emotional SRL has been suggested as a strategy of thinking about a situation in a different light to regulate emotion as part of learning or as suppressing emotions that may hamper learning [34,35]. All of the SRL strategies and their implementation are executed by the student and scaffolded by people in their environment, such as teachers, peers, and parents. The knowledge and know-how related to such learning processes are part of metaprocesses [20]. These learning metaprocesses facilitate active calibration of learning to match the intended outcome. In today's dynamic world, flexibility and readjustment are critical. To a certain extent, this aligns with the 21st-century skills [41] that highlight the importance of flexibility, creativity, independent and collaborative learning, and different learning media.
As noted, the notion that learning may be taught through interactive processes that inform self-sustained strategies to elicit proactive, innovative, and change-ready learners is at the heart of SLE. By providing scaffolding for transferable learning that is resilient to adversity and can oscillate between different learning modes or media, we can create flexible, vigilant learners that can cope with changing situations (e.g., from normalcy to crisis [3]) or life transitions (e.g., from high school to college and to the workforce [2]). These two scenarios are quite different: changing ecological situations that result in catastrophe are collective in nature, whereas life transitions are personal, mainly affecting one's proximal systems. Both scenarios require maintaining learning and thriving with potentially far-reaching consequences. For ecological situations, learning is necessary for global sustainability and resilience, such as developing a vaccine under the pressure of the COVID-19 pandemic. For life transitions, personal crises may deplete one's resources, but learners who have been educated on self-sustenance strategies may adjust toward resilient learning [2].
In both situations, the capacity to self-reflect and readjust to achieve declared goals becomes critical. This cyclical loop between self-monitoring of progress and subsequent behavioral, cognitive, or emotional adjustments to reach the desired outcomes are at the heart of SRL. Whereas sustainable learning agendas may articulate the intended goal, SLE strategies may provide the methodology to advance these goals by applying effective learning processes.
Contributing to SLE is the knowledge and understanding students and their caring adults have of these learning processes, comprising a source of learning resilience. For example, knowing that one needs to write down words to memorize for a spelling test is reflective of one's understanding of how cognition works. Flavell (1979) termed this insight metacognition [42]. Extending this line of work, I recently termed metabehavior as the knowledge and understanding of behaviors [20]. An example of metabehavior may be knowing that remaining on-task requires closing internet browsers that invite unintentional surfing. Another important metaprocess is metaemotion-the knowledge and understanding one has of emotions. Building on prior clinical work with parent interviews that found that emotional scaffolding and coaching were associated with children's school success and well-being [43], I applied metaemotion to learning as the understanding and knowledge related to emotions that occur during or prior to performing a learning task [20]. Specifically, I proposed that an academic emotional learning cycle transpires, whereby emotions or affect felt prior to a learning episode shape emotional fluctuations and other subsequent learning processes. In this way, an individual's apprehension about starting college or coping with crisis-related stress shapes learning and its outcomes. For learning to be sustained despite these negative and sometimes paralyzing emotions, the learner must regulate emotions during the task as well as emotions external to the task. To this end, metaprocesses can be suggested to enhance SLE.

Application to the Field of Education
The proposed definition of SLE deepens our understanding of how to support learners' independent, active learning that can change and shift to accommodate different life demands and global circumstances. To this end, SLE provides a framework for considering the strategies and processes critical for ensuring learning throughout life, including the unknowns that await. The focus of SLE is on learning skills as a resource to be sustained rather than the particular learned content. To this end, SLE provides overarching strategies for ensuring self-sustenance in learning through renewing and relearning independently or in collaborative learning, the learner's active learning with a future orientation, and transference of learning strategies across domains and life's changing circumstances. This framework suggests that traditional learning, in which learning occurs through face-toface interaction with an instructor and a group of learners, may not be effective for SLE. For learning to be sustained in the real changing world, learners must be exposed to problem-solving experiences as part of their formal education.
While informal education may easily manifest activities to promote SLE, formal education may be more challenged to do so. To incorporate SLE into formal education, a starting point would be to structure courses to encourage active learning. Because learning is sustained by the active learner, educators may shape their course to promote self-initiated learning focused on development, in which students are encouraged to take risks and make mistakes as part of their desire to grow and develop from their learning process. To this end, the focus on their learning and growth aligns with the notion of a mastery focus or mastery goal orientation [44,45].
Copious literature has delineated ways in which teachers can promote their students' focus on learning (mastery goal orientation). This line of study addresses the task components, the student's autonomy, teachers as guides that evaluate and provide feedback, time allotment, and group work [46,47]. Other techniques used to promote self-initiated inquiry-based group and independent learning of transferable strategies include projectbased [48] and flipped classrooms [49]. In both flipped classrooms and project-based learning, students take an active role outside of class, and the instructor becomes a guide for learning by helping their students navigate toward a learning goal and a defined outcome. These learning formats enable flexible, multi-dimensional learning characterized by open-mindedness, inquiry, renewal and rebuilding of knowledge, and flexibility to cope with complex and challenging questions and situations.

Conclusions
The novelty of the proposed SLE framework is twofold. On a practical level, teaching for sustainability and sustainable learning are distinctive processes. They are implemented differently and seek somewhat different outcomes. Whereas teaching for sustainability (i.e., sustainable pedagogy) focuses on retaining and renewing the earth's resources, SLE considers learning to be a major sustainable resource and delineates the skills and strategies to sustain learning in the face of changing and challenging situations. To this end, SLE is comprised of what have been termed 21st-century skills [41]. However, these skills and strategies are not linked to a century or a zeitgeist. Technologies and circumstances may change, but modes of thinking, creating, and problem-solving are rudimentary building blocks that can be instilled from a very young age [50].
An SLE framework provides a synergistic, integrative approach that can be applied across the learning literature and practices. More work needs to be done to specify critical transferable strategies and skills to be taught at different ages and grades. A range of methodologies should be applied, such as qualitative and quantitative methods, as well as retrospective and prospective inquiry in diverse and changing situations. Such work will have a considerable impact because SLE's focus on transferable skills empowers learners to acquire knowledge and processes to be applied during life transitions and crises, thus facilitating sustainable development and the capacity to navigate both stable and unforeseen situations.


On the Teaching Reform of Translation Course Based on the Cultivation of Applied Talents1

This article, taking the translation courses for English majors in Zhejiang University of Finance and Economics Dongfang College as an example, starts from the current teaching problems of translation courses in applicationoriented colleges and universities. In order to clarify the teaching system, highlight the local characteristics, and find a way to adapt to the teaching objective of high-quality applied talents, this article establishes the teaching idea of “solid foundation, application-oriented and strong ability” and discusses the teaching reform of translation course by optimizing the teaching syllabus, teaching content, teaching mode, teaching method and evaluation system. The innovation of translation teaching reform mainly lies in the consistency, integration and effectiveness of the “Four-in-One” teaching mode which taking practical ability as the core, integrate the teaching objective, teaching content, teaching methods and teaching evaluation as a whole, so as to solve the existing problems of the translation course and follow the changes of social and economic development.

Introduction
As China's "the Belt and Road" initiative and the Chinese culture's "Going Out" strategy are implemented recently, the importance of translation is increasingly prominent. Nowadays, there is a growing demand for English translators. Many industries are looking for professional and applied translators. How to cultivate a group of qualified translators to meet the market demand has become a serious problem for colleges and universities. Under the current socio-economic transformation and the development of higher education, independent college students are neither academic-oriented colleges, nor vocational colleges that mainly focus on the cultivation of operational skills. Therefore, how to effectively cultivate a number of high-quality application-oriented translation talents has become the focus of translation teaching in independent colleges. The only way to solve this problem is to carry out the application-oriented teaching reform, which can deepen the current teaching reform of various colleges and universities, improve the practical application level of translation course, so as to build a modern translation teaching system. In the long run, there is no doubt that it can provide more suitable application-oriented translators for the society.

An Analysis of the Current Problems of Translation Teaching
With the deepening of the mechanism of social demand for talents training in colleges and universities, the importance of the ability training of English majors has become increasingly prominent. Domestic experts and scholars pay more attention to the research of translation teaching. However, on the whole, the theoretical and practical research of translation teaching is not systematic enough, and there are still many problems. Some scholars have studied the feedback of translation practitioners on translation teaching at school, and found that there are some problems, such as insufficient class hours, single translation teaching mode, disconnection between teaching materials and social needs (Gao Yan, 2016). Some scholars have also pointed out that "In the current process of translation talents training, there are still many deficiencies in the curriculum module setting, teaching mode, teaching management and assessment. And distinctive teaching system has not been formed, for example, the curriculum module setting of practical teaching is unreasonable: the practice inside the school pays more attention to theory than practice, the practice outside the school pays more attention to form than content, practical teaching management system is not perfect, and practical teaching evaluation system focuses on results rather than process" (He Hongli & Mo Aiping, 2016).
The emergence of these problems is bound to return to a fundamental problem: What are the basic requirements of the ability training of applied talents? The author believes that we should highlight the requirements of various application scenarios, including expression, communication and the ability to find and solve problems in practice, which is different from the training objectives of acquiring solid theoretical foundation of academic colleges and universities, as well as relatively simple skills of vocational colleges. With the deepening of the mechanism of social demand for talent training in colleges and universities, the requirements of translation ability training for English majors in application-oriented colleges and universities are also constantly improving (Hu Pengzhi, 2015). Although those colleges and universities are carrying out reform in recent years, on the whole, there are still many problems which are not coordinated with the ability training in translation teaching.
According to our research, the main problems are as follows: first, the teaching mode of emphasizing theory and neglecting practice is still relatively common. The main reason is that the teaching syllabus does not highlight the application-oriented teaching objectives, which leads to the fact that the translation curriculum system is still inclined to academic purposes. Second, the teaching content cannot meet the needs of today's social and economic development and students' employment needs. The main reason is that the content of the course focuses on academic theory, and there are few contents facing the reality of social economy. Third, there are few applied translation textbooks for undergraduates, most of which focus on translation theory and literary translation. This kind of teaching material cannot adapt to the characteristics of English majors in independent colleges, nor can it meet the requirements of improving students' practical ability. Fourth, off-campus practical teaching pays more attention to form than content which fails to solve the practical problems. Fifth, the course assessment emphasizes the end of the term but ignores the process. Such an assessment method will inevitably lead to a single teaching mode, which is not conducive to improve the enthusiasm of students in the learning process or the promotion of practical teaching.
The above-mentioned problems neglect the cultivation of students' translation ability, which makes it difficult for students to adapt to the needs of translation practice after graduation. In view of this, we must take the initiative to explore the market-oriented teaching reform of translation course for English majors and vigorously promote the cultivation of high-quality applied translation talents to meet the needs of economic and social development.

Teaching Idea of Translation Course
Teaching activities that are not completely consistent with the teaching idea should be reformed. The idea of teaching reform of translation course is: "Guided by the training goal of high-quality applied talents in our college, based on the foundation of English language, with application ability training as the core and practical teaching as the approach," that is, "solid foundation, application-oriented and strong ability." In order to ensure the basic theoretical literacy of undergraduate specifications, we should highlight the practical ability. Facing the local economy and society, we should take the initiative to undertake the translation tasks of foreign affairs, publicity and product promotion of local enterprises, institutions and industries, so as to provide more translation practice opportunities for students to improve the practical ability.

Optimizing the Teaching Syllabus and Teaching Contents
Each school has its own training objectives. Application-oriented universities should follow the talent training concept of "focusing practical ability" (Dong Yi & Zhou Zhihu, 2010). Based on the target of talent cultivation, the curriculum syllabus is revised to highlight the teaching objectives and adjust the teaching contents. First of all, we should get familiar with the employment requirements of the job market for translators, optimize the teaching objectives reasonably, change the traditional inertia of emphasizing knowledge and neglecting practice, and cultivate application-oriented talents with practical ability.
Secondly, we should revise the syllabus comprehensively, optimize the teaching objectives, adjust the theoretical hours of the course, increase the extracurricular practice teaching hours, and focus on the cultivation of practical ability in accordance with school's requirements of training high-quality applied talents. For English major, we should strengthen the training for the qualification examination; for double majors, we should strengthen the construction of courses related to computer and translation tools when teaching conditions permit.
Finally, the textbook of translation course should be updated in time. The textbook with new content, strong professionalism, moderate difficulty and reasonable system can be selected. At present, more than 90% of the world's translation is practical translation. Therefore, the compilation of translation textbooks should fully reflect the needs of political, economic, technological and cultural development. In the design of text structure, it should fully reflect the translation of economic, social, technological, diplomatic, legal, news and other practical texts, and strengthen students' translation practical training so as to lay a solid foundation for their future work (Rong Linhai & Li Jing, 2010).
Taking the author's college as an example, since there is no textbook suitable for students in our school, our teachers have compiled a school-based textbook suitable for our students, taking full account of the market demand and the characteristics of students. This textbook includes not only the professional knowledge of translation required by students for employment, but also includes the content of improving students' practical ability, appropriately adding materials related to the characteristics of local economic development.

Optimizing the Practical Teaching Mode and Multiple Teaching Methods
Teaching mode is an important element to achieve the teaching objective of the course. The focus of cultivating high-quality applied talents is to improve students' skills to solve practical problems. Therefore, we should explore diversified teaching modes. English language ability, translation practice ability and translation service ability are not acquired in the traditional teacher-centered teaching mode, so it is urgent to reform the current teaching mode (Zhou En, 2016). We have put forward a "Four-in-One" teaching mode, that is, taking practical ability as the core, integrate the teaching objective, teaching content, teaching methods and teaching evaluation as a whole, so as to solve the existing problems of the translation course.
Besides reforming the teaching mode, we should also improve the teaching methods. Taking the translation teaching of junior students in my college as an example, this article discusses the project-based translation teaching method, which is student-centered and aims at the cultivation of translation practice and service ability. After teachers' explanation of the translation theories and strategies, the students will practice translation through the translation projects. The project requires students to work in groups and use the translation materials provided by the teacher from translation companies in Hangzhou City to complete the translation task and produce the final product, as well as to write the translation project report including key points and difficulties in the process of translation. By this way, students can be familiar with the process of translation projects, consolidate the basic theory of translation, and check the mastery of translation strategies. Through translation diary, self-evaluation and mutual evaluation, group discussion and other forms, the translation projects can cultivate students' ability of analysis, reasoning and evaluation. In the process of translation project, students learn not only theoretical knowledge and translation skills, but also the ability to acquire new knowledge and cooperate with others. In the learning process, it is necessary to inculcate the concept of "translation ability is not taught, but practiced", and to cultivate students' autonomous learning ability (Zhong Xiao, 2015).
We should make full use of the network platform to carry out online and offline mobile classrooms and arrange necessary time for experience and practical learning. We should also use modern teaching technology, such as online school, rain classroom, flipped classroom, cloud classroom, etc. Using task-based and interactive teaching methods attracts more students to participate in classroom teaching activities and after-school tasks. Taking the translation course of author's college as an example, the teaching method of mobile classroom with flipped classroom plus experiencing teaching is implemented. For example, when talking about the chapter of tourism culture translation, we used the form of mobile classroom to organize students to visit South Lake in Jiaxing City, Yanguan Ancient Town in Haining City and Chang'an Party Service Center. During the visit, we arranged tasks for students. Every student is required to find and correct the mistakes in translation as well as the names of exhibits that lack translation. Students can get their own translation by consulting some materials and discussing with each other as well as consulting teachers on online, and then display their results in the class through text, pictures, audio and video, so as to effectively realize interactive teaching in the class. The teacher explains the typical translation problems of the students, so that the students can find their own shortcomings. This method can stimulate the students' interest in learning, and improve the students' conversion ability of translation.
The training goal of translation course is to improve students' applicability and practicability. This requires the cultivation of high-quality applied talents who can serve the local economy (Sun Wenyuan & Dai Congteng, 2016). Therefore, it is necessary to strengthen the extracurricular translation practice teaching characterized by local translation so as to cultivate students' practice ability. Through the establishment of translation practice base, simulation translation laboratory and other ways to fully develop learning resources and practical training conditions, which help students to apply classroom knowledge to practice and feed back the problems encountered in practice to teaching.
Taking the author's college as an example, the teaching of translation course is oriented to the local economy and society. Through the school-enterprise cooperation, we actively undertake the translation tasks of Haining foreign affairs, publicity, product promotion, etc. We organize junior students to participate in a lot of volunteer activities, such as the volunteers of the World Internet Conference held in Wuzhen, the World Garden Conference held in Haining, 2019 FIBA 3 * 3 International Basketball Competition, etc. We provide students with good opportunities for translation practice by interpreting for foreign visitors. It is conducive to cultivating students' translation ability and adaptability, and improving the effectiveness of translation teaching. At present, the translation course of our college is directly linked with professional practice, such as graduation internship, graduation thesis and other practical activities which have become an important part of the practical course learning of students at school. In recent years, the number of students who choosing translation projects for graduation thesis is increasing year by year. This year, due to the epidemic, the online translation practice activities are taken as the main content of graduation internship.

Optimizing the Evaluation System
Teaching quality is an endogenous driving force of teaching reform, and teaching evaluation is an important means to guarantee teaching quality. Through assessment and evaluation, teachers can check the teaching effect of the course, so as to adjust the teaching plan in time. Students can also check their mastery of knowledge and improve their learning methods. For the assessment of translation course, we should change the traditional evaluation method and gradually form a scientific and reasonable formative evaluation system which can really play a positive leading role in teaching. Taking the evaluation system of translation course in the author's college as an example, we change the current situation that the final examination is used to determine the total score. Formative assessment constitutes 60% of the total score, which is composed of students' performance, homework, translation projects and bonus points for scientific research and innovation. The content of translation project includes project report (20%), project statement (30%), final product (35%) and team cooperation and performance (15%). At the same time, a course reward mechanism is set up for students who are given certain course rewards through translation training, competition, scientific research and other activities. For example, students who participate in translation research projects, write and publish related papers, and win prizes in translation competitions will be awarded 1 to 5 points. The purpose is to cultivate students' translation practice and scientific innovation ability by encouraging students to participate in translation competitions, research projects and other activities.
The developmental assessment mode is adopted to solve the problem of emphasizing the final examination and neglecting the process. To evaluate from multiple perspectives, we should attach importance to both summative assessment and formative assessment (Wang Shuhuai & Wang Weiping, 2010). First of all, when commenting on students' translation exercises, students' attitude towards translation learning, their mastery of translation skills and theories and the handling of translation problems are integrated to be considered. We should listen to the opinions of students, pay attention to the interaction between teachers and students as well as the interaction between students. The students should conduct their translation projects in the form of group activities. During their translation projects, they should cooperate with each other, and carry out self-evaluation and mutualevaluation. Secondly, we should focus on students' subjectivity and creativity, and evaluate students' sense of responsibility and self-confidence in learning. We should not only evaluate the students' theoretical knowledge and translation ability, but also their sense of responsibility for spreading Chinese culture to the world. In the context of globalization, we should help students to understand the different values and ways of thinking between China and the West, and to interpret and translate in the most appropriate way (Fang Mengzhi, 2013). Thirdly, the evaluation content should be diversified to help students eliminate the fear of final examination, and build up their self-esteem and self-confidence. We should evaluate students' translation ability and also their allround development ability.
In addition to teachers' evaluation of students, students also need to evaluate teachers' teaching. Teachers' weak vocational level directly affects the quality of teaching. Therefore, improving teachers' specialty becomes the key to cultivate high-quality applied translation talents. The construction of a team is not only the need for deepening teaching reform, but also the core of translation teaching. Most of the teachers graduated from foreign language department and lack professional knowledge of economy, trade, law information, etc. However, teachers who know professional knowledge have relatively weak foreign language proficiency. Therefore, it is urgent to cultivate a team of double qualified teachers. For example, the author's college is currently exploring the mode of English teachers taking temporary posts in enterprises and translation experts who work in foreign trade enterprises teaching in college, which is very beneficial to the cultivation of high-quality applied translators.

Innovation of Teaching Reform of Translation Course
After three years of reform and practice, the results of the reform have been gradually shown. The innovation of translation teaching reform mainly lies in the interconnection, integration and effectiveness of the "Four-in-One" teaching mode.

The Consistency of "Four-in-One" Teaching Mode
The teaching reform, based on the students' mastery of translation theory knowledge, with the cultivation of students' bilingual conversion ability and translation practical ability as the core, carries out all-round training on students' ability to solve practical problems. Ensure that online and offline classroom learning, experiencing teaching and practical training are connected.

The Integration of "Four-in-One" Teaching Mode
The teaching objective, teaching contents, teaching methods, teaching evaluation and other elements are organically combined. Through the teaching idea of "based on the foundation of English language, with application ability training as the core and practical teaching as the approach," all parts are organically integrated. At the same time, a whole process teaching quality evaluation mechanism is established. As an important basis for the adjustment and improvement of the teaching mode, it forms a circulation system of interconnection and integration among various parts.

The Effectiveness of "Four-in-One" Teaching Mode
In the past three years of practice, students' translation ability has been improved, and the results of related scientific research, competition and other achievements have become more and more prominent. From the initial experiment of one class to the current implementation of different grades and classes, the teaching effect is remarkable. Students generally reflect that their translation application ability and practical ability have been greatly improved. And the number of translation volunteers and social evaluation of our students have been continuously improved. The number of winners of translation competitions, the number of students who have passed the translation certificates and the number of graduates who have worked as translators have been increasing year by year.

Conclusion
The cultivation of high-quality applied talents is not only the need of market development, but also the need of students' self-development. Translation, as a practical course, is consistent with the requirements for training applied talents. The translation course should closely follow and adapt to the changes of social and economic development. Translation teaching should explore a set of feasible and effective teaching reforms to improve the theoretical system of translation teaching and the quality of professional training. At the same time, it is necessary to adjust the teaching content of the course according to the needs of enterprises and industries, and cultivate the compound talents suitable for foreign language translation in a certain industry. The reform in the past three years has improved the teaching objective centered on the cultivation of high-quality applied talents, enriched the teaching methods and formed a relatively effective teaching mode of translation course. As an applied technology-based college in the period of transformation and development, our college had already established a good teaching reform to meet the needs of regional economic and social development, and cultivate high-quality translation talents required by the market.


A Translation Study on Game Localization from the Perspective of Transcreation: Taking League of Legends as an Example

Game localization is a hot word in recent years, which not only studies the game text, but also studies the cultural background, life thinking logic, language expression and emotional resonance of the target language players. In order to make the game software meet the needs of the target market, satisfy the consumer psychology of players and promote cultural communication, it is necessary to make a deeper discussion on the translation strategies of game localization. Transcreation, as the name implies, is to create on the basis of translation, which can make up for the shortcomings of traditional translation method by using imagination and creativity, enable the game players integrate into the game atmosphere quickly and naturally, and help them experience the target language culture while obtaining entertainment. Therefore, this paper is to analyze the localization strategy of League of Legends, a famous international game software from the perspective of transcreation, so as to bring new enlightenment to the study of game localization and further enrich the research results of it.

Since 2015, China has surpassed the United States to become the largest country in the global game market. According to statistics, in the first half of 2020, the number of domestic game users reached 530 million. In terms of both the market size and the number of users, China has become the leader in the world game industry. In recent years, the network game prevails and its contribution to China's economic development is obvious. With the rapid development of China's overall economic level and game industry, game makers around the world gradually pay more attention to Chinese market, thus produces a large number of localization demands.

Game Localization
Localization refers to the behavior of organizations/individuals to adjust products/services to different places/markets. In Chinese circles, it roughly means "chinesization". Therefore, game localization is the adjustment of game content to make it adapt to the environment of the target language.
In China, game localization started relatively late, and up to now academe has not proposed systematic and targeted translation strategies. At present, the localization of game is more market-oriented under the action of economic efficiency and only uses single translation strategy, whose purpose is very obvious, that is to improve its economic value, but the game usually not only provides entertainment, but also has cultural transmission. On the basis of meeting the demand of entertainment, game localization should also integrate of local culture, thus this passage will take League of Legend as an example, studying localization strategies of game software so as to completely convey both cultural differences and diversity in games.

Game Localization and Transcreation
Localization is not the same as the translation. As for game, translation is the process of translating the text into different languages, which focuses on the basic language processing, but localization not only needs translating language but also pays attention to the cultural background. In dealing with the differences in culture, consciousness and audience's understanding ability, localization can make more flexible strategies and methods, that is also the core of transcreation.

(1) An Introduction to Transcreation
General cognition of transcreation is a creation on the basis of translation, and there has versions origin. The first thing of transcreation was learned from an article written by Wang Xiangyuan (Wang Xiangyuan, 2015). The word "transcreation" appeared earlier in a passage by Li Zhizao, a translator in the late Ming Dynasty. Wang Xiangyuan has a high evaluation of transcreation. He believes that transcreation, that is creative translation, especially plays an important role in literary translation. The very beginning, because of the flexibility of transcreation methods, translators who are not good at foreign languages usually undermine fidelity to the original text, but these translators can make up for the deficiency in the transmission of the original text with their own imagination and creativity because of their profound literary foundation. But there is also a part of translators destroy the original expression too much. We can define them as the category of "destructive treason". What's more, Chu Lingyun believed that transcreation should be originated from video game translation in 1980s, because there are too many culture differences, language differences, habit and custom differences between the game world created by game developers and the real world, which made it difficult to translate games with regular methods (Chu Lingyun,2016). Due to many untranslatability in game translation, the most common way to deal with it is zero translation or simply omitting, but this practice has completely changed the cultural origins of original story, which leads to a significant reduction of player's purchase desire. The emergence of transcreation basically solves this problem, and translators can use their imagination and creativity, or integrate into the local culture to form a translation with local characteristics to make up for the shortcomings. It can be said that transcreation appeared at the beginning of translation, but there was no specific concept at that time. Now, after hundreds of years' circulation, transcreation is applied in various fields once again.

(2) The Core Content of Transcreation
In fact, transcreation still focuses on translation. Translation is the premise of transcreation, and creation is the core content of it. While, this kind of creativity is not just for test, but also for the untranslatable factors, such as crosscultural elements, religious belief, local customs and so on. In dealing with these inescapable factors, transcreation has a right to speak, because it is a content recreation or adaptation for a specific target audience, rather than just translating existing materials. Transcreation usually refers to conducting translation with some kinds of creativities so as to reach the equivalence on function and effect between SL and TL, but not constrained by the meaning and pronunciation of SL. However, transcreation is not a sheer or fantastical work. Based on the source language, it makes appropriate extensions on translators to have enriched knowledge, bold imagination and extensive creative thinking so that translators could dig out the hidden connotation beyond superficial denotation and add their bold creativity.
In other words, the effects of transcreation depend on the translator's imagination and creativity, as well as the translator's own interpretation of the relationship between transcreation and original text. Transcreation is oriented towards the target language, with the purpose of better conforming to the language habits and expressions of target language, improving the expression of original text with target language, and conveying the content of original text in a natural and fluent way, while at the same time its flexibility allows the translator to add factors other than the original, making the translation more vivid. That is to say, it is easy for the target audience to understand the content to be conveyed, so as to resonate. Therefore, transcreation is not necessarily faithful to the original text. Its main purpose is to meet the needs of the target audience. On the basis of clearly conveying the meaning of the original text, any cultural or other factors that meet the target audience can be added to make the translation meet the target market.

(3) The Function of Transcreation in Game Localization
The game industry not only belongs to the economic category, but also contains a large number of cross-cultural elements. In order to make players resonate with the game, simple text translation is not feasible. Transcreation seems A Translation Study on Game Localization from the Perspective of Transcreation: Taking League of Legends as an Example to be born for the localization of games since its flexible characteristics can just meet the untranslatable factors in the localization of games. The creation of stories in the game can better meet the needs of the target language market. What's more, it can also properly add various elements of the target language market on the basis of original products, and deepen the resonance and sense of belonging between the players and the game. This sense of belonging is the mainstay of the development of game industry. In addition, transcreation has played a great role in improving the quality of game localization. The result of transcreation is the combination of originality and innovation consciousness of numerous local translators and writers. Only after repeated deliberation and polishing can the quality of game localization be guaranteed. If every work can be translated and polished by transcreation, game localization will get a qualitative leap.

Case Analysis
League of Legends is a multiplayer online competitive game developed by the American Fist Company, which is operated by Tencent company in mainland China. It has been growing for 10 years in China and its localization work has been quite mature. There are many amazing and fantastic translations in it. In addition, Tencent company committed to promoting the development of global e-sports, and hosted all kinds of large-scale events, which are loved by millions of players and formed its own unique E-sports culture. Therefore, this paper will take League of Legends as the research object to analyze the application of transcreation in this game, which mainly includes three aspects: game characters, lines of characters and hero skills.

(1) Transcreation of Game Characters in League of Legends
Among hundreds of characters in League of Legends , the names of many heroes are translated by using transcreation because all these names are created with deep connotations, and only using transliteration or literal translation cannot represent the deep meaning of these characters. For example:

Case 1 Kindred
In League of Legends, Kindred, who is defined as the "God of Death" by the developer and its basic image is wolf soul and sheep soul, has been translated as "千 珏 " in Chinese.
In the game, the original meaning of kindred is similar and consanguineous.
Here it means that both sheep and wolves are "Gods of Death", and they are advancing and retreating together. It's not appropriate to translate it simply and literally into " 金 德 里 德 (a name in Chinese) " or " 家 族 (a word means family in Chinese)", because only using transliteration or literal translation cannot show the characteristics of the role. The reason why Kindred has been translated into " 千 珏 " in League of Legends by using transcreation is because the Chinese character " 珏 " means two jade are consistent in the dictionary, just in line with the coenosarc image of wolf and sheep, and Chinese character " 千 " refers to the sheep, since Chinese character " 羊 " is written by " 千 " in ancient Chinese character, representing the sheep soul as the main body. Therefore, on the basis of transliteration, using the transcreation theory to translate Kindred's name can make the game character more vivid and in accordance with its game image, leaving players an imagination when they first see the name.

Case 2 Rakan and Xayah
Rakan and Xayah are two separate heroic roles in League of Legends, which are analyzed together here, because they are recognized as screen lovers. In China, there has an literary quotation about them, so they were translated into " 洛 " and " 霞 " in Chinese.
In the game, Rakan and Xayah belong to the same kind of birds, which is closely related to the later transcreation. In the story, in order to revive her own ethnic group, Rakan entered into the territory of human beings and met Xayah in a small town, so they went on the journey together. In translation, Taiwan servers transliterates the two into " 刹 雅 " and " 锐 空 ". Obviously, this simple transliteration can't express their essence at all. However, the translators of home servers have translated these two game characters by using transcreation and pointed out that maybe the poets of Tang Dynasty had already figured out the name for them as early as more than a thousand years ago. There is a very famous sentence in Preface of Tengwang Pavillion, which is created by Wang Bo, a very famous poet in Tang Dynasty, that is "A lonely wild duck flies with the sunset clouds; the autumn river mirrors the color of the sky." and its Chinese is " 落霞与 孤鹜齐飞，秋水共长天一色 ".
The translation not only reflects the image characteristics of Rakan and Xayah, but also reflects the close relationship between them. The original image in the story is transformed into the real image in the target language, which resonates with the players. It is a typical way of transcreation to recreate association on the basis of matching with the prototype, so as to meet the needs of the translated context.

Case 3 Khada Jhin, the Virtuoso
Jhin is a killer who pursues perfection. He regards killing as an art and his fun is to control and tease people's life and death, so it was translated into " 戏命师 " in Chinese.
A Translation Study on Game Localization from the Perspective of Transcreation: Taking League of Legends as an Example Khada Jhin is its name and the localization staff transliterated it directly to Chinese character " 金 ", the same pronunciation to the original name, and the later title "Virtuoso" originally meant to be an art expert or artist. However, when the translators learned the background of Jhin's character story, they found that he was totally different from art, or even a little abnormal. So they launched their imagination and creativity again, on the basis of literal translation and story background, integrated the cultural elements of China to translate it into " 戏命师 ", which means to control and tease people's life and death. As we all know, opera is a unique element of our country. Here, it also implies that Jhin takes ending the lives of others as a grand opera to show his own artistic aesthetics. This is also a good presentation of transcreation.

(2) Transcreation of Characters' Lines in League of Legends
The following is the translation of the hero's lines. In order to enable the players to integrate into the game characters, the hero's lines should be translated to combine with the local culture and adapt to the game atmosphere under the guidance of transcreation. For example: Case 4 Xin Zhao: Here is a tip, and a spear behind it.

Literal translation：这只是一点小意思，之后还有一把枪。 Transcreation：一点寒芒先到，然后枪出如龙。
It can be seen that literal translation has no charm at all, and the Xin Zhao is a warrior assassin hero, who holds a long halberd. The heroes often sniffed at him before he was seen in battle. The English word "spear" means " 矛 or 枪 " in Chinese. On this basis, it is easy for localization personnel to associate with a Chinese legend character, Zhao Zilong, who was a valiant general in Romance of Three Kingdom, whose weapon was spear. Combining with the image of Zhao Zilong, creating such a valiant heroic and domineering role lines makes people have a sense of substitution. It is the transcreation that perfectly explains the characteristics of Assassin heroes, concise and wonderful.
Case 5 Zhao Yun: Press the default.

Transcreation: 陷阵之志，有死无生。
Zhao Yun is one of the skin names of Zhao Xin. (Here "skin" means another image of this hero in the game.) The literal translation of this line is very pale and weak. Pressing the attack button is just an action, and when the player does this action, it means that the hero has to release skills or fight. At that time life and death are left out in the battle, so translators think of a sentence in The Annals of San Guo, that is " 陷阵之志，有死无生 ", which means the soldiers with an attitude of death in battlefield. Compared with the literal translation, it is obvious that transcreation makes this command have more imposing manners and makes game players with burning blood, so as to gain better game experience.

Transcreation: 你必须跟着俺。
The image of Alistar is very similar to the image of the Bull Demon King in Chinese traditional culture. Many people may think that this sentence is translated in a common way, but it is not ordinary and the translator should not translate it into " 我 ", which means you must follow "me" in English, but into " 俺 " which refers to me with localism. In this point, the localization translator skillfully uses the charm of dialect. Although it's only a small transcreation measure, it can be seen from here that the translators are meticulous and confident in Chinese culture. They quietly add Chinese elements into it, and give full play to their imagination on the basis of the original text, so as to be more accord with the target market.

(3) Transcreation of Hero Skills in League of Legends
The skill translation of a hero must be in line with the positioning of the hero given by the game developer, reflect the characteristics of the hero, and consider the understanding of the hero in the target language environment. Using the transcreation method, we can find the shadow in the real world according to the things in the virtual world of the game, and then combine the two to create the skill names that conform to the target language expression. For example:

Case 7 The box
Literal translation：盒子 Transcreation：幽冥监牢 As we all know, Chinese word " 盒 子 " mainly refers to an object that can be held things, mostly square and covered in Chinese, but in battlefield, such translation is too pale and odd. This skill's structure is a pentagonal ring, and its effect is to lock the enemy in the wall, so the translator creates it as another Chinese word " 监牢 ", which means prison in English. In addition, the transcreation " 幽 冥 ", meaning the place where the soul goes after people death in Chinese, is just in line with the image of Thresh, who is a hero with an image of undead in League of Legends. On the basis of literal translation, they add their own imagination to make A Translation Study on Game Localization from the Perspective of Transcreation: Taking League of Legends as an Example the translation more in line with the hero's role positioning, and at the same time, the players can easily understand the role and ownership of skills, which is also the effect of transcreation.

Case 8 Deadly flourish
Literal translation：夺命繁荣 Transcreation：致命华彩 This is one of the skills of Jhin. It is used for long-range shooting. If it hits the enemy who has been injured by the Jhin and friendly forces in the first four seconds, or the enemy is standing on the lotus trap (Jhin's another skill), it will trigger the effect of imprisonment and provide a movement speed bonus for Jhin. Its translation key is the word "flourish". The original meaning of this word is prosperity, exuberance and showing-off. The Taiwan serves translate it as " 致 命 伏笔 ", which means a premise that could kill someone in Chinese. It can be seen that the complete dissimilation of flourish is based on the skill function of Jhin. In contrast, the translator of domestic serves thinks that the long-range shooting is like shooting a gorgeous ribbon for Jhin, so they translate it into " 致命华彩 ", meaning deadly gorgeous ribbon, which is more fitting for the image of Jhin, and can let the players really integrate into the role of Jhin. So translators created the skill of " 致 命华彩 ", which not only makes the name of this skill match the hero's character, but also arouse the player's emotion.
Through the examples, we can see that the flexibility of transcreation can make the game localization workers give full play to their imagination, make the characters in the game more vivid and specific in front of us, and enable the players to quickly understand the role positioning and skill role of the characters in the game, as well as the lines that can render the atmosphere, and even the novice players can be quickly substituted.

Conclusion
This paper makes a deep research on game localization, and takes League of Legends as an example to appreciate the wonderful use of transcreation in game localization. Through these case analysis, we can learn that transcreation can add unique localized cultures to the translation of game characters, not only to spread culture, but also to help people know the characteristics of heroes from their names, character lines and role skills. But there are still some limitations and problems in this study. For example, the flexibility of transcreation is its advantages and also its disadvantages because transcreation is very strict with the cultural background of translators and the scope of their knowledge. Only did the translators know about different things could they imagine more original and innovative things to make a perfect interpretation. In addition, since each transcreation is the result of repeated deliberation by multiple members of translators, so it takes lot of work, which is not suitable for a wide range of use. What's more, this article only analyzes one of the large-scale computer games, but there are various types of games, such as single player games, mobile games, web games, fighting games, gunfight games, educational games, leisure games and so on. Each kind of game has its own characteristics, and the aspects that should be paid attention in the localization process are also different. Therefore, there is still a long way for translators to study game localization so as to promote the development of Chinese game industry.