口譯成為一種職業(yè)，始于1919年巴黎和會。隨著國際交往的深化，作為促進(jìn)有效溝通和交流的手段，口譯被人們廣泛認(rèn)可，社會各種領(lǐng)域?qū)谧g人才的求也逐步擴(kuò)大。在此背景下，各大高校外語專業(yè)紛紛開設(shè)口譯專業(yè)或口譯相關(guān)課程，為培養(yǎng)合格的口譯人才做出了貢獻(xiàn)。但在教學(xué)實(shí)踐中我們也看到了許多不足之處：在具體教學(xué)訓(xùn)練的研究中，口譯較之筆譯是相對缺乏的。 本文關(guān)注口譯中的一個重要環(huán)節(jié)——聽力理解能力的教學(xué)與訓(xùn)練。經(jīng)研究調(diào)查發(fā)現(xiàn)，聽力理解能力直接影響口議員對于源語的理解，是整個口譯過程中至關(guān)重要的環(huán)節(jié)。圖式理論是利用相關(guān)背景知識理解相關(guān)材料的理論，為聽力預(yù)測和解碼過程提供了強(qiáng)有力的理論基礎(chǔ)。該理論認(rèn)為，背景知識在聽力理解的過程中有舉足輕重的作用。這些背景知識的結(jié)構(gòu)稱為圖式。圖式有三種類型，即語言圖式、內(nèi)容圖式和形式圖式。聽力理解是聽者的語言知識、社會知識、文化背景知識、外來信息和生活常識互動的結(jié)果。聽力理解過程包括相互聯(lián)系的自上而下加工和自下而上加工過程。根據(jù)這種模式，聽力理解過程是聽者的背景知識和所聽材料互動的結(jié)果。因此，圖式理論對于聽力理解過程有著重要的指導(dǎo)意義。譯者頭腦當(dāng)中必須儲存正確且足夠的圖式才... 

【文章頁數(shù)】：73 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 The Significance of the Study
    1.2 The Purpose of the Study
    1.3 The Outline of the Thesis
Chapter Two Literature Review of Schema Theory
    2.1 A Survey of Schema Theory
        2.1.1 Definition of Schema
        2.1.2 Features of Schema
        2.1.3 Forms of Schema
    2.2 Listening Comprehension
        2.2.1 Perspectives of Research in Listening Comprehension
        2.2.2 Modes of Listening Comprehension
        2.2.3 The Application of Schema Theory
        2.2.4 Activating Existing Schemata
    2.3 Listening Comprehension in Interpretation and Three Schemata
        2.3.1 The Role of Listening Comprehension in Interpretation
        2.3.2 The Different Requirements for Listening Comprehension Between Foreign Language Majors and Interpreters
Chapter Three An Experimental Study on Listening Comprehension in Interpretation
    3.1 Research Methodology
        3.1.1 Research Objective
        3.1.2 Research Subjects
        3.1.3 Research Instruments
        3.1.4 Research Questionnaire
    3.2 Tests
        3.2.1 Pre-test for Listening Comprehension in Interpretation
        3.2.2 Post-test for Listening Comprehension in Interpretation
    3.3 Teaching Methods
        3.3.1 Teaching Methods Used in the Controlled Class
        3.3.2 Teaching Methods Used in the Experimental Class
        3.3.3 Interview
Chapter Four Results and Discussions
    4.1 Results
        4.1.1 Results and Discussions of the Questionnaire
        4.1.2 Results and Discussions of the Pre-test and Post-test
        4.1.3 Results and Discussion of the Interview
    4.2 Enlightenment of Schema Theory on Listening Teaching in Interpretation
        4.2.1 Generally Introducing the Schema Theory to Students
        4.2.2 Helping Students to Accumulate Schema
    4.3 Memory Training for Listening Comprehension
    4.4 Some Suggestions during Applying Schema Theory to Listening Comprehension in Interpretation
        4.4.1 Encouraging Interaction Between Students and Teachers
        4.4.2 Encouraging Interaction Between Students
        4.4.3 To Choose Authentic Interpretation Materials
        4.4.4 Designing Various Kinds of Listening and Interpreting Tasks
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Limitations
    5.3 Suggestions
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Acknowledgements
個人簡歷
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【參考文獻(xiàn)】：
期刊論文
[1]背景知識與閱讀教學(xué)[J]. 張懷建，黃建濱.  外語界. 1995(04)
[2]認(rèn)知和語言[J]. 桂詩春.  外語教學(xué)與研究. 1991(03)
[3]圖式理論及其在外語閱讀理解教學(xué)中的應(yīng)用[J]. 楊曉燕.  中小學(xué)英語教學(xué)與研究. 2000 (02)



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