多模态话语材料对影子练习与无笔记复述促进作用的实证研究
发布时间：2018-10-31 09:39
【摘要】：该实证研究旨在证明,多模态话语材料在建构主义学习环境理论的指导下能够提高同声传译两大基础训练—影子练习与无笔记复述的训练效果。论文作者利用多模态话语材料,展开了这两项基本技能训练的实证研究。该实证研究利用多模态话语材料,展开了有关影子练习与无笔记复述的实验。影子练习旨在提高初级译员的听说同步技能,而无笔记复述练习旨在加强其短期记忆的效果。一直以来,用作训练的材料类型多为音频材料,初级译员仅通过听觉渠道获取信息。在多模态话语材料的介入下,该实证研究利用视频材料,即多模态话语材料,来改善影子练习与无笔记复述的训练。该实验取对照组进行研究,两组实验对象均为四川外国语大学本科大三在读学生。第一组实验对象采用传统音频材料,而第二组实验对象采用视频材料。每一组实验数据都由软件SPSS进行计算与处理,因此实验结果可信度高。通过计算得到的显著结果证明,作者所提假设成立,多模态话语材料能够提高初级译员在影子练习与无笔记复述中的训练效果。本文作者从多模态话语的视角出发,证明了视觉输入,即多模态话语材料能够提高两大基本技巧训练的效果。该实验结果说明,实验对象利用了多模态话语材料,能够提高同声传译基础训练的效率。本文中的实验结果能够运用到实际教学的过程中去,从而提高教学效率及初级译员的基本能力。
[Abstract]:The purpose of this empirical study is to prove that multi-modal discourse materials, guided by the constructivist learning environment theory, can improve the effectiveness of the two basic training-shadow exercises and no-note retelling exercises in simultaneous interpretation. Using multimodal discourse materials, the author conducts an empirical study of these two basic skills training. The empirical study uses multimodal discourse materials to carry out experiments on shadow exercises and No-note retelling. Shadow exercises are designed to improve the listening and speaking synchronization skills of the primary interpreters, while the no-note retelling exercises are designed to enhance their short-term memory. All along, the materials used for training are mostly audio materials, and primary interpreters only obtain information through auditory channels. With the intervention of multi-modal discourse materials, this empirical study uses video materials, I. E. multi-modal discourse materials, to improve the training of shadow exercises and no-note retelling. The subjects of this experiment were the third year students of Sichuan Foreign Studies University. The first group used traditional audio material, while the second group used video material. Each set of experimental data is calculated and processed by software SPSS, so the experimental results are highly reliable. The calculated results show that the hypothesis proposed by the author is valid and the multi-modal discourse material can improve the training effect of the primary interpreter in shadow exercises and no-note retelling. From the perspective of multimodal discourse, the author proves that visual input, that is, multi-modal discourse material, can improve the effect of two basic skills training. The experimental results show that the subjects can improve the efficiency of basic training of simultaneous interpretation by using multi-modal discourse materials. The experimental results in this paper can be applied to the process of practical teaching, so as to improve the teaching efficiency and the basic ability of the primary interpreter.
【学位授予单位】：四川外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H059-4;G642
本文编号：2301700
[Abstract]:The purpose of this empirical study is to prove that multi-modal discourse materials, guided by the constructivist learning environment theory, can improve the effectiveness of the two basic training-shadow exercises and no-note retelling exercises in simultaneous interpretation. Using multimodal discourse materials, the author conducts an empirical study of these two basic skills training. The empirical study uses multimodal discourse materials to carry out experiments on shadow exercises and No-note retelling. Shadow exercises are designed to improve the listening and speaking synchronization skills of the primary interpreters, while the no-note retelling exercises are designed to enhance their short-term memory. All along, the materials used for training are mostly audio materials, and primary interpreters only obtain information through auditory channels. With the intervention of multi-modal discourse materials, this empirical study uses video materials, I. E. multi-modal discourse materials, to improve the training of shadow exercises and no-note retelling. The subjects of this experiment were the third year students of Sichuan Foreign Studies University. The first group used traditional audio material, while the second group used video material. Each set of experimental data is calculated and processed by software SPSS, so the experimental results are highly reliable. The calculated results show that the hypothesis proposed by the author is valid and the multi-modal discourse material can improve the training effect of the primary interpreter in shadow exercises and no-note retelling. From the perspective of multimodal discourse, the author proves that visual input, that is, multi-modal discourse material, can improve the effect of two basic skills training. The experimental results show that the subjects can improve the efficiency of basic training of simultaneous interpretation by using multi-modal discourse materials. The experimental results in this paper can be applied to the process of practical teaching, so as to improve the teaching efficiency and the basic ability of the primary interpreter.
【学位授予单位】：四川外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H059-4;G642
【参考文献】
相关期刊论文 前2条
1 张德禄;;多模态话语分析综合理论框架探索[J];中国外语;2009年01期
2 朱永生;;多模态话语分析的理论基础与研究方法[J];外语学刊;2007年05期
，本文编号：2301700
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