同伴反饋是二語寫作和口筆譯教學(xué)中的重要環(huán)節(jié),但只有少數(shù)研究關(guān)注翻轉(zhuǎn)口譯課堂下同伴反饋的應(yīng)用。相比于傳統(tǒng)口譯課堂,翻轉(zhuǎn)口譯課堂能更好賦能學(xué)習(xí)者。本研究通過對比兩個班的同伴反饋類型分布,旨在探討口譯學(xué)習(xí)者同伴反饋表現(xiàn)。筆者在一學(xué)期的教學(xué)活動中設(shè)計了六周同伴反饋實驗,參與研究的對象為兩個班的61名翻譯專業(yè)本科生。翻轉(zhuǎn)課堂下,學(xué)生需要在課前觀看口譯技巧講解的課程視頻、完成小測并學(xué)習(xí)其他課前補充材料;傳統(tǒng)課堂下,學(xué)生在課堂上聽教師講解口譯技巧、回答問題并在課后學(xué)習(xí)補充材料。筆者在兩個班中各選取一名學(xué)生的課堂口譯表現(xiàn),交叉發(fā)至兩個班進行匿名評估。利用修訂后的同伴反饋編碼方案（Tsai&Liang,2007）,筆者將收集好的數(shù)據(jù)在情感、認(rèn)知和元認(rèn)知層面進行分析。此外,筆者對學(xué)生的課堂展示和口頭產(chǎn)出進行錄音和記錄,并借助Henri（1992）構(gòu)建的分析框架和模型,分析學(xué)生對課堂內(nèi)容的認(rèn)知加工。最后,筆者進行相關(guān)分析,探討兩個班中認(rèn)知加工深度和同伴反饋表現(xiàn)之間的關(guān)系。定量和定性分析表明,兩個班均產(chǎn)出較多情感（支持）、認(rèn)知（直接更正）類反饋,較少元認(rèn)知類反饋,同伴反饋表現(xiàn)并無呈現(xiàn)明顯差異。然而,傳... 

【文章來源】：廣東外語外貿(mào)大學(xué)廣東省

【文章頁數(shù)】：99 頁

【學(xué)位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Research Rationale
    1.2 Research Significance
    1.3 Research Objective and Research Questions
    1.4 Research Methodology and Data Collection
    1.5 Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Previous Research on Flipped Classroom
        2.1.1 Flipped Classroom as Pedagogy
        2.1.2 Flipped Classroom in Interpreting Teaching/Learning
    2.2 Previous Research on Cognitive Processing in Flipped Classrooms
    2.3 Previous Research on Peer Feedback
        2.3.1 Peer Feedback in Second Language Acquisition
        2.3.2 Peer Feedback in Translation/Interpreting Teaching/Learning
        2.3.3 Classification of Peer Feedback Messages
    2.4 Summary of Previous Research
CHAPTER THREE THEORETICAL FRAMEWORK
    3.1 Working Definition
        3.1.1 Flipped and Traditional Interpreting Classrooms
        3.1.2 Peer Feedback
    3.2 Theoretical Basis
        3.2.1 Social Constructivism
        3.2.2 Bloom’s Revised Taxonomy
    3.3 Analytical Framework
CHAPTER FOUR RESEARCH DESIGN
    4.1 Features of Flipped and Traditional Interpreting Classrooms
    4.2 Participants
    4.3 Course Overview
        4.3.1 Course Positioning
        4.3.2 Course Materials and Activities
        4.3.3 Classroom Organizations
    4.4 Experiment Procedures
CHAPTER FIVE DATA COLLECTION AND DISCUSSION
    5.1 Data Analysis of Peer Feedback Messages
        5.1.1 Frequency of Different Types of Peer Feedback Messages
        5.1.2 Statistical Differences
    5.2 Data Analysis of Cognitive Processing
        5.2.1 Occurrences of the Five Reasoning Skills
        5.2.2 Statistical Differences
    5.3 Correlation Analysis
    5.4 Discussion
CHAPTER SIX CONCLUSIONS
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations
    6.4 Suggestions for Future Research
REFERENCES
APPENDICES
    Appendix A
    Appendix B
    Appendix C
    Appendix D



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