Terminology not only serves as a linguistic representation of professional concepts but also functions as an important medium through which learners access disciplinary knowledge systems. For lower-year undergraduate students majoring in science and technology translation, learning Mechanical English should go beyond memorizing bilingual equivalents of terms and focus more on the conceptual relations, formation patterns, and contextual use of terminology. Based on the characteristics of Mechanical English as an ESP course, this study examines the major features of mechanical terminology in terms of conceptual dependence, word formation, and contextual usage. It further explores approaches to cultivating terminological awareness through conceptual system construction, analysis of word formation and naming motivations, and problem-based inquiry. The study argues that integrating terminology learning into professional knowledge systems and authentic discourse contexts can facilitate students’ transition from vocabulary memorization to conceptual understanding and domain-specific judgment, providing implications for the cultivation of terminological competence among undergraduate students majoring in science and technology translation.