【摘要】：從國(guó)內(nèi)各階段的英語(yǔ)教學(xué)活動(dòng)來(lái)看,大多數(shù)仍以應(yīng)試為目的而進(jìn)行著知識(shí)傳授型教學(xué),在這種教學(xué)模式下,學(xué)生對(duì)英語(yǔ)語(yǔ)言知識(shí)本身及相關(guān)技能會(huì)有所提高,但對(duì)于語(yǔ)言的綜合運(yùn)用能力,尤其是交際能力的培養(yǎng),其整體水平并不理想。受到國(guó)內(nèi)英語(yǔ)教學(xué)環(huán)境的限制,我國(guó)的英語(yǔ)教學(xué)結(jié)合學(xué)生實(shí)際開(kāi)發(fā)出了一系列的英語(yǔ)教學(xué)法,旨在提高學(xué)生對(duì)英語(yǔ)的綜合運(yùn)用能力,但我們卻忽略了母語(yǔ)在外語(yǔ)學(xué)習(xí)過(guò)程中的重要作用。一些語(yǔ)言學(xué)家及英語(yǔ)教學(xué)工作者認(rèn)為母語(yǔ)會(huì)對(duì)外語(yǔ)學(xué)習(xí)產(chǎn)生消極作用,即母語(yǔ)的負(fù)遷移,可實(shí)際上母語(yǔ)的好壞直接影響著外語(yǔ)學(xué)習(xí)的質(zhì)量,甚至對(duì)外語(yǔ)學(xué)習(xí)至關(guān)重要�！翱谧g”便是一種將母語(yǔ)與外語(yǔ)學(xué)習(xí)結(jié)合起來(lái)的形式,它不僅是一種綜合性的語(yǔ)言操作活動(dòng),也是一種培養(yǎng)學(xué)生交際能力的重要手段,但在我國(guó)除了對(duì)專業(yè)口譯員的培養(yǎng)以外,其他各階段的英語(yǔ)教學(xué)活動(dòng)卻很少將口譯訓(xùn)練的形式引入英語(yǔ)課堂�？谧g是一種即席性很強(qiáng)的交際活動(dòng),它對(duì)聽(tīng),說(shuō),讀,寫(xiě)以及感知,記憶和思維都提出了較高的要求。近些年對(duì)專業(yè)口譯員的需求愈發(fā)強(qiáng)烈,對(duì)口譯員的培養(yǎng)是一個(gè)訓(xùn)練外語(yǔ)綜合素質(zhì)和能力的過(guò)程,口譯訓(xùn)練在英語(yǔ)教學(xué)中也愈發(fā)受到學(xué)者和教師的注意,但是口譯訓(xùn)練在英語(yǔ)教學(xué)中的運(yùn)用仍不夠普遍。作者希望本文不僅能夠?qū)酉聛?lái)的口譯研究及目前的口譯訓(xùn)練項(xiàng)目具有一定的參考價(jià)值,更希望以此構(gòu)建一個(gè)通過(guò)口譯訓(xùn)練來(lái)提高我國(guó)學(xué)生綜合運(yùn)用英語(yǔ)能力的教學(xué)新模式,以擺脫傳統(tǒng)的填鴨式教學(xué)的絕對(duì)束縛。本文一共由三個(gè)部分組成:第一部分為引言。這一部分主要敘述了本研究的背景,問(wèn)題,目的,意義和方法。第二部分是正文,由三章構(gòu)成:第一章為理論基礎(chǔ),從口譯訓(xùn)練的內(nèi)涵,口譯教學(xué)研究和口譯訓(xùn)練運(yùn)用在英語(yǔ)教學(xué)中的理論基礎(chǔ)三個(gè)方面進(jìn)行敘述。首先概述了口譯的概念,包括口譯的定義及其主要形式,然后論述了口譯訓(xùn)練及口譯訓(xùn)練的應(yīng)用理論,其次,從心理語(yǔ)言學(xué),功能語(yǔ)言學(xué)和認(rèn)知語(yǔ)言學(xué)的角度分別對(duì)口譯教學(xué)研究進(jìn)行闡述,最后介紹了口譯訓(xùn)練運(yùn)用在英語(yǔ)教學(xué)中的相關(guān)理論依據(jù)及實(shí)施情況。第二章主要論述了口譯訓(xùn)練對(duì)英語(yǔ)教學(xué)的啟示,這一部分由三個(gè)方面組成。第一方面討論了口譯訓(xùn)練適用于英語(yǔ)教學(xué)的可行性,分別從學(xué)生學(xué)習(xí)的需求,外語(yǔ)學(xué)習(xí)的規(guī)律,以及全面育人的目標(biāo)三個(gè)角度來(lái)進(jìn)行闡述。第二方面是英語(yǔ)教學(xué)中的口譯訓(xùn)練方法,主要討論了影子跟讀訓(xùn)練,視譯訓(xùn)練,主旨復(fù)述,釋義法以及公共演講等口譯訓(xùn)練法在英語(yǔ)教學(xué)中的運(yùn)用。第三方面對(duì)英語(yǔ)教學(xué)中的口譯訓(xùn)練進(jìn)行設(shè)計(jì),作者分別將口譯訓(xùn)練模式及方法引入到英語(yǔ)聽(tīng)力,口語(yǔ),閱讀,文化培養(yǎng)以及網(wǎng)絡(luò)和多媒體教學(xué)中,并對(duì)整個(gè)教學(xué)設(shè)計(jì)進(jìn)行詳細(xì)闡述。第三章討論口譯訓(xùn)練對(duì)英語(yǔ)教學(xué)的意義,并提出相關(guān)可行性建議,主要內(nèi)容包括口譯訓(xùn)練運(yùn)用在英語(yǔ)教學(xué)中有待解決的問(wèn)題,口譯訓(xùn)練在英語(yǔ)教學(xué)中的前景以及對(duì)師資,教法和教材的三方面建議。本文的第三部分是結(jié)語(yǔ)。這一部分主要?dú)w納了將口譯訓(xùn)練運(yùn)用在英語(yǔ)教學(xué)中的結(jié)論,并希望本論文對(duì)接下來(lái)的教學(xué)實(shí)驗(yàn)研究有一定的指導(dǎo)意義。
[Abstract]:From the perspective of English teaching activities at various stages in China, most of the students still teach English for the purpose of examinations. Under this kind of teaching mode, students will improve their English language knowledge and related skills, but their overall level of comprehensive language use ability, especially the cultivation of communicative ability, is not satisfactory. In view of the limitation of the domestic English teaching environment, a series of English teaching methods have been developed to improve students'comprehensive ability to use English. However, we have neglected the important role of mother tongue in foreign language learning. Learning has a negative effect, that is, the negative transfer of mother tongue, but in fact the quality of mother tongue directly affects the quality of foreign language learning, and even foreign language learning is very important. Interpretation is a kind of impromptu communicative activity, which puts forward higher requirements for listening, speaking, reading, writing, perception, memory and thinking. The demand for professional interpreters is becoming more and more intense. The training of interpreters is a process of training the comprehensive quality and ability of foreign languages. The training of interpreters has been paid more and more attention by scholars and teachers in English teaching. However, the application of interpreting training in English teaching is still not universal enough. The current interpreting training program is of certain reference value, and it is hoped that a new teaching model will be constructed to improve the students'comprehensive ability to use English through interpreting training so as to get rid of the absolute fetters of traditional cramming teaching. The second part is the main body of the study. It consists of three chapters. The first chapter is the theoretical basis of the study. Secondly, from the perspectives of psycholinguistics, functional linguistics and cognitive linguistics, this paper expounds the study of interpretation teaching. Finally, it introduces the relevant theoretical basis and implementation of the application of interpretation training in English teaching. The enlightenment of English teaching consists of three aspects. The first part discusses the feasibility of applying interpreting training to English teaching from three perspectives: students'learning needs, the rules of foreign language learning and the goal of comprehensive education. The third part designs interpreting training in English teaching. The author introduces interpreting training modes and methods into English listening, speaking, reading, cultural training, network and multimedia teaching. Chapter three discusses the significance of interpreting training in English teaching and puts forward some feasible suggestions. The main contents include the problems to be solved in the application of interpreting training in English teaching, the prospects of interpreting training in English teaching and the suggestions on teachers, teaching methods and textbooks. The third part is the conclusion. This part mainly summarizes the application of interpreting training in English teaching and hopes that this paper will be of some guiding significance to the following experimental teaching research.
【學(xué)位授予單位】：遼寧大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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