翻转课堂下口译学习者的同伴反馈表现

发布时间：2021-04-13 02:42

　　同伴反馈是二语写作和口笔译教学中的重要环节,但只有少数研究关注翻转口译课堂下同伴反馈的应用。相比于传统口译课堂,翻转口译课堂能更好赋能学习者。本研究通过对比两个班的同伴反馈类型分布,旨在探讨口译学习者同伴反馈表现。笔者在一学期的教学活动中设计了六周同伴反馈实验,参与研究的对象为两个班的61名翻译专业本科生。翻转课堂下,学生需要在课前观看口译技巧讲解的课程视频、完成小测并学习其他课前补充材料;传统课堂下,学生在课堂上听教师讲解口译技巧、回答问题并在课后学习补充材料。笔者在两个班中各选取一名学生的课堂口译表现,交叉发至两个班进行匿名评估。利用修订后的同伴反馈编码方案（Tsai&Liang,2007）,笔者将收集好的数据在情感、认知和元认知层面进行分析。此外,笔者对学生的课堂展示和口头产出进行录音和记录,并借助Henri（1992）构建的分析框架和模型,分析学生对课堂内容的认知加工。最后,笔者进行相关分析,探讨两个班中认知加工深度和同伴反馈表现之间的关系。定量和定性分析表明,两个班均产出较多情感（支持）、认知（直接更正）类反馈,较少元认知类反馈,同伴反馈表现并无呈现明显差异。然而,传... 

【文章来源】：广东外语外贸大学广东省

【文章页数】：99 页

【学位级别】：硕士

【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Research Rationale
    1.2 Research Significance
    1.3 Research Objective and Research Questions
    1.4 Research Methodology and Data Collection
    1.5 Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Previous Research on Flipped Classroom
        2.1.1 Flipped Classroom as Pedagogy
        2.1.2 Flipped Classroom in Interpreting Teaching/Learning
    2.2 Previous Research on Cognitive Processing in Flipped Classrooms
    2.3 Previous Research on Peer Feedback
        2.3.1 Peer Feedback in Second Language Acquisition
        2.3.2 Peer Feedback in Translation/Interpreting Teaching/Learning
        2.3.3 Classification of Peer Feedback Messages
    2.4 Summary of Previous Research
CHAPTER THREE THEORETICAL FRAMEWORK
    3.1 Working Definition
        3.1.1 Flipped and Traditional Interpreting Classrooms
        3.1.2 Peer Feedback
    3.2 Theoretical Basis
        3.2.1 Social Constructivism
        3.2.2 Bloom’s Revised Taxonomy
    3.3 Analytical Framework
CHAPTER FOUR RESEARCH DESIGN
    4.1 Features of Flipped and Traditional Interpreting Classrooms
    4.2 Participants
    4.3 Course Overview
        4.3.1 Course Positioning
        4.3.2 Course Materials and Activities
        4.3.3 Classroom Organizations
    4.4 Experiment Procedures
CHAPTER FIVE DATA COLLECTION AND DISCUSSION
    5.1 Data Analysis of Peer Feedback Messages
        5.1.1 Frequency of Different Types of Peer Feedback Messages
        5.1.2 Statistical Differences
    5.2 Data Analysis of Cognitive Processing
        5.2.1 Occurrences of the Five Reasoning Skills
        5.2.2 Statistical Differences
    5.3 Correlation Analysis
    5.4 Discussion
CHAPTER SIX CONCLUSIONS
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations
    6.4 Suggestions for Future Research
REFERENCES
APPENDICES
    Appendix A
    Appendix B
    Appendix C
    Appendix D



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