口誶先于筆譯誕生，但口譯轉(zhuǎn)瞬即逝等許多特點決定了對其進行研究不僅依賴于其他相關(guān)學(xué)科的發(fā)展。長期的經(jīng)驗性研究以及研究手段的欠缺也足造成口譯研究的發(fā)展落后于筆譯的一個主要原因。而對口譯質(zhì)量的研究直到二十世紀七十年代才漸漸發(fā)展起來^正如卡洛爾（J.Cairoll,1978）所言：到1978年為止，還極少見到有關(guān)的系統(tǒng)研究，因為之前對口譯質(zhì)量的定義還無理論可據(jù)，更談不上以現(xiàn)場觀察為根據(jù)的實證性研究。隨著經(jīng)濟全球化和中國對外交往的口益頻繁，越來越多的人丌始對口譯理論研究和教學(xué)產(chǎn)生興趣。大多數(shù)本科外語院校的教師和學(xué)生都參與到了口譯教學(xué)之中，口譯教學(xué)實踐和理論研究取得了飛速發(fā)展。但是U譯課的訓(xùn)練評估始終是教學(xué)上的一人難題，當(dāng)今國內(nèi)乃至肚界h發(fā)達國家對此難題還沒能找出理想的答案（蔡小紅：2007,132）。梅里斯和雅爾比爾（2001）在充分分析了職業(yè)、研究和教學(xué)口譯評估0的后就曾尖銳地指出，迄今為止，口譯訓(xùn)練評估還是翻譯學(xué)研究的一個亟待開發(fā)的領(lǐng)域。目前國內(nèi)本科口譯教學(xué)蓬勃發(fā)展，但是口譯教學(xué)訓(xùn)練評估卻嚴重滯后。針對這種現(xiàn)狀，依據(jù)本科口譯教學(xué)的特點、教學(xué)目標及教學(xué)內(nèi)容，筆者在本文討論了將學(xué)習(xí)性評價應(yīng)用于口... 

【文章來源】：遼寧師范大學(xué)遼寧省

【文章頁數(shù)】：56 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Contents
Chapter I Introduction
    1.1 The Four Authoritative Interpretation Tests
    1.2 The Evaluation in Interpretation Teaching of Undergraduates
        1.2.1 The Development of Interpretation Training
            1.2.1.1 A Brief History of Interpretation Training
            1.2.1.2. The Status Quo of Interpretation Training
        1.2.2 The Lagging Development of Interpreting Teaching Evaluation
Chapter II The Study History of Interpreting Quality Evaluation
    2.1 The Definition of Quality Evaluation in Interpretation
    2.2 The Study in the West
    2.3 The Study in China
    2.4 The Significance of This Study
        2.4.1 Some Related Terms
        2.4.2 About the Four Influential Interpreting Tests
        2.4.3 About the Prevailing Quality Evaluation Criteria
        2.4.4 Tentative Suggestion of the Application of Assessment for Learning
            2.4.4.1 Deifnition and Purpose of Evaluation and Assessment
            2.4.4.2 Classification of Assessment
            2.4.4.3 Assessment and Learning
Chapter III Assessment for Learning
    3.1 The Features and Principles of Assessment for Learning
        3.1.1 Key Features
        3.1.2. Assessment for Learning and Formative Assessment
        3.1.3 Ten Pirnciples of Assessment for Learning
    3.2 The Application of Assessment for Learning
Chapter IV The Feasibility of the Application of Assessment for Learning in Undergraduate Interpreting Course
    4.1 The Nature of Interpreting Teaching
        4.1.1 Interpreting Teaching for Language Undergraduates VS Language Teaching
        4.1.2 Interpreting Teaching for Language Undergraduates VS Professional Interpreting Training
        4.1.3. Nature of Interpreting Teachings for Language Undergraduates
    4.2 Objective of Undergraduate Interpreting Teaching
    4.3 The Influential Interpretation Theory in China's Interpreting Teaching
    4.4 The Teaching Components
    4.5 The Purpose of Interpreting Teaching Evaluation
    4.6. Classification and Implementation of Interpreting Teaching Evaluation
        4.6.1 Classiifcation of Interpreting Teaching Evaluation
        4.6.2 Implementation of Interpreting Teaching Evaluation
    4.7 Assessment for Learning to Serve the Affective Domain of Teaching Objectives
    4.8 The Suggested Methodology
    4.9 Limitations
Chapter V Conclusion
Reference
Acknowledgements



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