隨著互聯(lián)網(wǎng)技術(shù)的迅速發(fā)展,學(xué)習(xí)者的學(xué)習(xí)方式日趨多樣化,教學(xué)理念與方式也隨之豐富。在此背景之下,依托于慕課（Massive Open Online Courses）及小規(guī)模限制性在線課程（Small Private Online Course）,翻轉(zhuǎn)課堂應(yīng)運而生。至今國內(nèi)已有不少高校將這一教學(xué)方式引入了外語教學(xué),甚至是口譯教學(xué)。雖然國內(nèi)外不乏對于翻轉(zhuǎn)課堂和口譯教學(xué)的研究,但對于翻轉(zhuǎn)課堂下的口譯學(xué)習(xí)動機的研究并不多,以口譯學(xué)生為研究對象的則更是少之又少。本調(diào)研的目的在于探討翻轉(zhuǎn)課堂下口譯學(xué)習(xí)動機的變化,并解釋變化的原因。本文研究對象是廣東外語外貿(mào)大學(xué)高級翻譯學(xué)院57名2018級口譯專業(yè)碩士研究生。調(diào)研基于定量研究和定性研究相結(jié)合的方式,采用了問卷調(diào)查法和半結(jié)構(gòu)式訪談。其中問卷是基于蔡任棟和董燕萍開發(fā)的口譯學(xué)習(xí)動機量表,有效問卷數(shù)據(jù)通過SPSS 25.0進行配對樣本T檢驗。為了進一步解釋問卷數(shù)據(jù)變化,訪談提綱也是基于問卷數(shù)據(jù)分析而設(shè)計的。定量和定性分析表明,翻轉(zhuǎn)課堂下的學(xué)生者口譯學(xué)習(xí)動機呈顯著性上升,傳統(tǒng)課堂呈下降趨勢,但并無顯著性。主觀努力對于翻轉(zhuǎn)課堂的教學(xué)方式最為敏感,呈現(xiàn)顯著性提升,強... 

【文章來源】：廣東外語外貿(mào)大學(xué)廣東省

【文章頁數(shù)】：70 頁

【學(xué)位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
1. INTRODUCTION
    1.1 Rationale
    1.2 Significance
    1.3 Survey Objectives and Questions
    1.4 Survey Methodology and Data Collection
    1.5 Structure of the Report
2. LITERATURE REVIEW
    2.1 Motivation in Social Psychology
    2.2 Motivation in L2 Leaning
        2.2.1 Integrative and Instrumental Motivation
        2.2.2 Intrinsic and Extrinsic Motivation
        2.2.3 D?rnyei's Three-level Categorization of Motivation
    2.3 Motivation in Interpreting Learning
    2.4 Interpreting Learning in the Flipped Classroom
3. SURVEY PROCESS
    3.1 Survey Design
        3.1.1 Subjects
        3.1.2 Conditions
        3.1.3 Methods
        3.1.4 Tools
        3.1.5 Variable Control
        3.1.6 Procedures
    3.2 Schedule of the Survey
    3.3 Emergency Precautions
4. DATA COLLECTION AND ANALYSIS
    4.1 Data Collection
    4.2 Questionnaire Analysis
        4.2.1 General Motivation Analysis
        4.2.2 Motivation Indicators Analysis
        4.2.3 Summary of Questionnaire Analysis
    4.3 Interview Analysis
        4.3.1 Self-determination Theory
        4.3.2 From the Perspective of Variation Trend
        4.3.3 From the Perspective of Variation Intensity
        4.3.4 From the Perspective of Motivation Indicator Intensity
        4.3.5 Summary of Interview Analysis
5. CONCLUSIONS
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations
    5.4 Suggestions for Further Research
REFERENCES
APPENDICE
    Appendix A
    Appendix B



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