Exploring the Pedagogical Transformation of Public Sign Translation Errors in Haikou: Focusing on Fostering Intercultural Interpretation Competence

Abstract

Focused on Haikou City, this study investigates a pedagogical approach to transforming common errors in public sign translation
grammatical, semantic, and culturalinto resources for cultivating intercultural interpretation competence in English learners. It moves beyond mere error correction to propose a structured three-stage teaching path: reinforcing linguistic norms, developing semantic reconstruction
skills, and fostering cultural adaptation through creative translation. The research offers a concrete framework for integrating local authentic
materials into foreign language curricula. This approach aims to bridge the gap between classroom learning and the real-world communicative
demands of Hainan's international Free Trade Port context, contributing to the development of globally competent talents with strong local
awareness.