【摘要】：該實(shí)證研究旨在證明,多模態(tài)話語(yǔ)材料在建構(gòu)主義學(xué)習(xí)環(huán)境理論的指導(dǎo)下能夠提高同聲傳譯兩大基礎(chǔ)訓(xùn)練—影子練習(xí)與無(wú)筆記復(fù)述的訓(xùn)練效果。論文作者利用多模態(tài)話語(yǔ)材料,展開(kāi)了這兩項(xiàng)基本技能訓(xùn)練的實(shí)證研究。該實(shí)證研究利用多模態(tài)話語(yǔ)材料,展開(kāi)了有關(guān)影子練習(xí)與無(wú)筆記復(fù)述的實(shí)驗(yàn)。影子練習(xí)旨在提高初級(jí)譯員的聽(tīng)說(shuō)同步技能,而無(wú)筆記復(fù)述練習(xí)旨在加強(qiáng)其短期記憶的效果。一直以來(lái),用作訓(xùn)練的材料類型多為音頻材料,初級(jí)譯員僅通過(guò)聽(tīng)覺(jué)渠道獲取信息。在多模態(tài)話語(yǔ)材料的介入下,該實(shí)證研究利用視頻材料,即多模態(tài)話語(yǔ)材料,來(lái)改善影子練習(xí)與無(wú)筆記復(fù)述的訓(xùn)練。該實(shí)驗(yàn)取對(duì)照組進(jìn)行研究,兩組實(shí)驗(yàn)對(duì)象均為四川外國(guó)語(yǔ)大學(xué)本科大三在讀學(xué)生。第一組實(shí)驗(yàn)對(duì)象采用傳統(tǒng)音頻材料,而第二組實(shí)驗(yàn)對(duì)象采用視頻材料。每一組實(shí)驗(yàn)數(shù)據(jù)都由軟件SPSS進(jìn)行計(jì)算與處理,因此實(shí)驗(yàn)結(jié)果可信度高。通過(guò)計(jì)算得到的顯著結(jié)果證明,作者所提假設(shè)成立,多模態(tài)話語(yǔ)材料能夠提高初級(jí)譯員在影子練習(xí)與無(wú)筆記復(fù)述中的訓(xùn)練效果。本文作者從多模態(tài)話語(yǔ)的視角出發(fā),證明了視覺(jué)輸入,即多模態(tài)話語(yǔ)材料能夠提高兩大基本技巧訓(xùn)練的效果。該實(shí)驗(yàn)結(jié)果說(shuō)明,實(shí)驗(yàn)對(duì)象利用了多模態(tài)話語(yǔ)材料,能夠提高同聲傳譯基礎(chǔ)訓(xùn)練的效率。本文中的實(shí)驗(yàn)結(jié)果能夠運(yùn)用到實(shí)際教學(xué)的過(guò)程中去,從而提高教學(xué)效率及初級(jí)譯員的基本能力。
[Abstract]:The purpose of this empirical study is to prove that multi-modal discourse materials, guided by the constructivist learning environment theory, can improve the effectiveness of the two basic training-shadow exercises and no-note retelling exercises in simultaneous interpretation. Using multimodal discourse materials, the author conducts an empirical study of these two basic skills training. The empirical study uses multimodal discourse materials to carry out experiments on shadow exercises and No-note retelling. Shadow exercises are designed to improve the listening and speaking synchronization skills of the primary interpreters, while the no-note retelling exercises are designed to enhance their short-term memory. All along, the materials used for training are mostly audio materials, and primary interpreters only obtain information through auditory channels. With the intervention of multi-modal discourse materials, this empirical study uses video materials, I. E. multi-modal discourse materials, to improve the training of shadow exercises and no-note retelling. The subjects of this experiment were the third year students of Sichuan Foreign Studies University. The first group used traditional audio material, while the second group used video material. Each set of experimental data is calculated and processed by software SPSS, so the experimental results are highly reliable. The calculated results show that the hypothesis proposed by the author is valid and the multi-modal discourse material can improve the training effect of the primary interpreter in shadow exercises and no-note retelling. From the perspective of multimodal discourse, the author proves that visual input, that is, multi-modal discourse material, can improve the effect of two basic skills training. The experimental results show that the subjects can improve the efficiency of basic training of simultaneous interpretation by using multi-modal discourse materials. The experimental results in this paper can be applied to the process of practical teaching, so as to improve the teaching efficiency and the basic ability of the primary interpreter.
【學(xué)位授予單位】：四川外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H059-4;G642

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本文編號(hào)：2301700