本文關(guān)鍵詞：模擬會(huì)議對(duì)翻譯碩士（英語(yǔ)口譯）專(zhuān)業(yè)學(xué)生動(dòng)機(jī)內(nèi)化的有效性探究，由筆耕文化傳播整理發(fā)布。

【摘要】：語(yǔ)習(xí)得中學(xué)習(xí)動(dòng)機(jī)內(nèi)化已經(jīng)成為研究的熱點(diǎn)問(wèn)題,模擬會(huì)議在口譯教學(xué)中的重要作用也被廣泛提及。然而,模擬會(huì)議對(duì)口譯專(zhuān)業(yè)研究生學(xué)習(xí)動(dòng)機(jī)內(nèi)化的影響尚未得到充分的定量研究。本論文采用自我決定論以及課堂激勵(lì)模型作為理論框架,研究模擬會(huì)議對(duì)促進(jìn)口譯專(zhuān)業(yè)研究生學(xué)習(xí)動(dòng)機(jī)內(nèi)化的有效性。研究問(wèn)題是：模擬會(huì)議能否有效促進(jìn)學(xué)習(xí)動(dòng)機(jī)的內(nèi)化?本研究采用個(gè)案研究的方法,選取北京外國(guó)語(yǔ)大學(xué)高級(jí)翻譯學(xué)院英語(yǔ)口譯專(zhuān)業(yè)研究生一年級(jí)同一名老師教授的兩個(gè)平行班作為實(shí)驗(yàn)組與控制組于第二學(xué)期開(kāi)學(xué)開(kāi)展為期兩周的教學(xué)實(shí)驗(yàn),橫向與縱向跟蹤其動(dòng)機(jī)類(lèi)型,課堂自主性、勝任性、關(guān)聯(lián)性三大基本心理需求的滿(mǎn)足程度,以及內(nèi)在動(dòng)機(jī)水平的發(fā)展變化情況。研究結(jié)果顯示實(shí)驗(yàn)班發(fā)生了動(dòng)機(jī)內(nèi)化。本研究為模擬會(huì)議在口譯教學(xué)中的應(yīng)用提供了實(shí)證依據(jù)：經(jīng)過(guò)研究生第一學(xué)期系統(tǒng)的口譯學(xué)習(xí)之后,第二學(xué)期開(kāi)展模擬會(huì)議能有效促進(jìn)口譯學(xué)習(xí)動(dòng)機(jī)的內(nèi)化。此外,本研究也針對(duì)翻譯專(zhuān)業(yè)研究生層次的模擬會(huì)議設(shè)計(jì)提出了建議。
【關(guān)鍵詞】：二語(yǔ)習(xí)得 模擬會(huì)議 自我決定 動(dòng)機(jī)內(nèi)化
【學(xué)位授予單位】：北京外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：H319.3
【目錄】：

• 摘要4-5
• Abstract5-6
• Acknowledgements6-13
• 1 Introduction13-19
• 1.1 Motivation and interpreter training13-14
• 1.2 Importance of mock conference(MC)in interpreter training14-16
• 1.3 Purpose and significance of the study16-17
• 1.4 Organization of the thesis17-19
• 2 Literature review19-30
• 2.1 Motivation and second language learning19-24
• 2.1.1 Crookes and Schmidt's model of motivation20-21
• 2.1.2 Dornyei's motivational framework21-24
• 2.2 Self-determination theory24-27
• 2.3 Research on motivation internalization27-30
• 2.3.1 Domestic research27
• 2.3.2 Foreign research27-30
• 2.3.2.1 Research on support for competence and relatedness28
• 2.3.2.2 Research on support for self-determination28-30
• 3 Research methodology30-39
• 3.1 Research question30
• 3.2 Research design30-38
• 3.2.1 The research instrument:three questionnaires31-34
• 3.2.2 Participants:The control group and the experiment group34
• 3.2.3 The design of the mock conference (CI)34-37
• 3.2.4 The administration of the three questionnaires37-38
• 3.3 Data collection and analysis38-39
• 4 Results and analysis of the questionnaires39-58
• 4.1 Week one39-42
• 4.1.1 Type of motivation under the teacher-centered teaching model39
• 4.1.2 The satisfaction level of the three basic psychological needs under theteacher-centered teaching model39-40
• 4.1.3 The intrinsic learning motivation under the teacher-centered teaching model40-42
• 4.2 Week two42-45
• 4.2.1 The type of motivation under different teaching models42-43
• 4.2.2 The satisfaction level of the three basic psychological needs under differentteaching models43-44
• 4.2.3 The intrinsic learning motivation under different teaching models44-45
• 4.3 Independent samples test results reading45-53
• 4.3.1 The motivation type45-49
• 4.3.2 The satisfaction level of the three psychological needs49-51
• 4.3.3 The intrinsic motivation51-53
• 4.4 Paired samples test results reading53-58
• 4.4.1 The motivation type53-55
• 4.4.2 The satisfaction level of the three psychological needs55-56
• 4.4.3 The intrinsic motivation56-58
• 5 Conclusion58-63
• 5.1 Summary of key findings58-60
• 5.2 Implications for the design of mock conference60-61
• 5.3 Limitations of the study61-63
• References63-70
• Appendix 1 The situational motivation scale(SIMS)70-71
• Appendix 2 Activity-feeling states(AFS)scale71-72
• Appendix 3 Intrinsic motivation inventory(IMI)72-73
• Appendix 4 Week one:1st questionnaire73-79
• Appendix 5 Week one:2nd questionnaire79-84
• Appendix 6 Week one:3rd questionnaire84-86
• Appendix 7 Week two:1st questionnaire86-91
• Appendix 8 Week two:2nd questionnaire91-96
• Appendix 9 Week two:3rd questionnaire96-97

  本文關(guān)鍵詞：模擬會(huì)議對(duì)翻譯碩士（英語(yǔ)口譯）專(zhuān)業(yè)學(xué)生動(dòng)機(jī)內(nèi)化的有效性探究，，由筆耕文化傳播整理發(fā)布。

本文編號(hào)：434641