克拉申输入假说指导下口译翻转课堂的构建
发布时间：2024-05-13 00:45
随着全球化和国际交流的发展,口译活动的重要性语愈发凸显,这使得译员的培养显得至关重要,而二语教学便是译员培养中必不可少的一环。1985年,美国语言学家史蒂芬﹒克拉申提出输入假说理论,这一假说是二语习得研究中最重要的理论之一。克拉申指出人类语言学习的基本方法就是理解语言输入,可理解性输入语言材料是语言习得必不可少的条件。近几年来,许多学者从教学启示的角度去分析克拉申理论,试图用克拉申输入假说指导二语教学的开展。翻转课堂能够充分发挥学生的主观能动性,因此翻转课堂在教学方面的研究受到了越来越多的关注。然而对翻转学堂与口译教学结合的研究则少之又少,口译教学具有较高的实践性,传统的教师主导的课堂很难满足真正译员培养的需要,而以学生为主导的翻转学堂则能很好地解决这一问题。本论文旨在以克拉申的输入假说为指导,探究口译翻转课堂课前准备部分的构建。本文提出在口译翻转课堂的课前准备环节,学生和老师应该充分明确其与传统课堂中充当的角色不同,学生应充分发挥主动性,而教师更多扮演引导和组织的角色;老师应通过测试的方式对学生的真实语言水平进行准确的了解,以便选取略高于学生水平的教学材料;教材在口译学习中非常重要的...
【文章页数】：61 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
Introduction
0.1 Research Background
0.2 Significance of the Study
0.3 Research Questions and Research Methodology
0.4 Outline of the Thesis
Chapter One Literature Review
1.1 Previous Studies on Krashen’s SLA Theory
1.1.1 Studies on Krashen’s Input Hypothesis Abroad
1.1.2 Studies on Krashen’s Input Hypothesis at Home
1.2 Previous Studies on Flipped Classroom
1.2.1 Studies on Flipped Classroom Abroad
1.2.2 Studies on Flipped Classroom at Home
1.3 Previous Studies on Interpreting Flipped Classroom
1.3.1 Studies on Interpreting Flipped Classroom Abroad
1.3.2 Studies on Interpreting Flipped Classroom at Home
Chapter Two Theoretical Framework
2.1 Krashen’s Theory of Second Language Acquisition
2.1.1 Five Hypotheses of Krashen’s SLA
2.1.2 Krashen’s Evidence to Support the Input Hypothesis
2.2 Flipped Classroom
2.2.1 Theoretical Support to Flipped Classroom
2.2.2 Flow of Flipped Classroom
Chapter Three Pre-class Preparations of Interpreting Flipped Classroom under the Input Hypothesis
3.1 Traditional Interpreting Instruction and Interpreting Flipped Classroom
3.1.1 Disadvantages of Traditional Interpreting Instruction
3.1.2 Construction of Interpreting Flipped Classroom
3.2 Pre-class Preparations of Interpreting Flipped Classroom
3.2.1 Roles Played by Students and Instructors in Pre-class Preparations ofInterpreting Flipped Classroom
3.2.2 Pre-class Linguistic Competence Test
3.2.3 Interpretation Teaching Materials
Chapter Four Conclusion
4.1 Major Findings
4.2 Limitations of the Study
4.3 Suggestions for Future Research
References
本文编号：3972132
【文章页数】：61 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
Introduction
0.1 Research Background
0.2 Significance of the Study
0.3 Research Questions and Research Methodology
0.4 Outline of the Thesis
Chapter One Literature Review
1.1 Previous Studies on Krashen’s SLA Theory
1.1.1 Studies on Krashen’s Input Hypothesis Abroad
1.1.2 Studies on Krashen’s Input Hypothesis at Home
1.2 Previous Studies on Flipped Classroom
1.2.1 Studies on Flipped Classroom Abroad
1.2.2 Studies on Flipped Classroom at Home
1.3 Previous Studies on Interpreting Flipped Classroom
1.3.1 Studies on Interpreting Flipped Classroom Abroad
1.3.2 Studies on Interpreting Flipped Classroom at Home
Chapter Two Theoretical Framework
2.1 Krashen’s Theory of Second Language Acquisition
2.1.1 Five Hypotheses of Krashen’s SLA
2.1.2 Krashen’s Evidence to Support the Input Hypothesis
2.2 Flipped Classroom
2.2.1 Theoretical Support to Flipped Classroom
2.2.2 Flow of Flipped Classroom
Chapter Three Pre-class Preparations of Interpreting Flipped Classroom under the Input Hypothesis
3.1 Traditional Interpreting Instruction and Interpreting Flipped Classroom
3.1.1 Disadvantages of Traditional Interpreting Instruction
3.1.2 Construction of Interpreting Flipped Classroom
3.2 Pre-class Preparations of Interpreting Flipped Classroom
3.2.1 Roles Played by Students and Instructors in Pre-class Preparations ofInterpreting Flipped Classroom
3.2.2 Pre-class Linguistic Competence Test
3.2.3 Interpretation Teaching Materials
Chapter Four Conclusion
4.1 Major Findings
4.2 Limitations of the Study
4.3 Suggestions for Future Research
References
本文编号：3972132
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