2012级与2016级北外高翻硕士口译学习动机的差异性对比研究

发布时间：2018-01-10 23:08

本文关键词：2012级与2016级北外高翻硕士口译学习动机的差异性对比研究　出处：《北京外国语大学》2017年硕士论文　论文类型：学位论文

【摘要】：在二语习得领域,动机备受研究者与教育家的关注,其对外语学习的重要性得到了众多实验的证实。口译常被看作二语习得的一个分支,动机同样会对口译学习产生积极影响。然而,相对于二语习得的动机研究,口译动机研究的数量并不充足,有关口译学习动机的差异性对比研究更是少之又少。有鉴于此,本文旨在探索中国英语口译硕士在不同年份中的口译学习动机差异,并以自我决定理论为指导,对动机变化的原因开展探索性分析。本研究在林薇(2014)的口译动机研究基础上展开,沿用了她在调查中国口译专业研究生口译动机时采用的问卷,以及她利用因子分析得出的动机类型框架。本研究分别对北外高翻2012级与2016级研一新生开展了问卷调查,收集的数据经过了 SPSS的描述性统计分析与独立样本t检验。结果发现,"交流沟通"为学生们学习口译的最主要原因,"学位和证书"和"外部鼓励"动机分别为最不重要和第二次要的口译动机类型。对比两个年份的调查数据,本研究发现,"口译兴趣"、"交流沟通"和"个人发展"的动机水平有显著上升,"能力提升"动机呈显著下降。"外部鼓励"、"学位和证书"和"外语学习"这三类动机的水平保持稳定。在自我决定理论的指导下,本研究从自主性、胜任性、关联性这三个维度出发,探索了动机变化的原因。经济、科技与控制型教学模式通过自主性需求的中介作用影响了学生的口译学习动机;媒体舆论与行业认知影响了个体对能力的感知,进而影响了学生们的动机水平;环境的压力感与互动性会左右受试者的关联性需求,导致"能力提升"与"外语学习"动机水平出现下降。本研究为自我决定理论在口译教学中的应用提供了实证依据,为口译学习动机在不同时间点上的对比研究提供了稍许启发。此外,基于研究发现,本文也为国内研究生层次的口译教学提供了动机教学策略建议。
[Abstract]:In the field of second language acquisition, motivation has attracted much attention from researchers and educators, and its importance to foreign language learning has been confirmed by many experiments. Interpretation is often regarded as a branch of second language acquisition. Motivation also has a positive impact on interpreting learning. However, compared with the study of second language acquisition motivation, there is not enough research on interpreting motivation. In view of this, this paper aims to explore the differences in the motivation of Chinese English interpreting masters in different years, and guided by the theory of self-determination. This study is based on the study of interpreting motivation of Lin Wei-ying 2014, and follows the questionnaire she used when investigating the interpreting motivation of Chinese interpreting graduates. And she used factor analysis to find out the framework of motivation type. This study conducted a questionnaire survey on the freshmen of North Ougai 2012 and 2016 respectively. The collected data were analyzed by SPSS descriptive statistical analysis and independent sample t-test. The results showed that "communication" was the most important reason for students to learn to interpret. The motivation of "degree and certificate" and "external encouragement" are the least important and the second motivation respectively. Comparing the data of the two years, the present study found that "interpretation interest". The motivation level of "communication" and "personal development" increased significantly, and the motivation of "ability improvement" decreased significantly. "external encouragement". "degree and certificate" and "foreign language learning" maintain stable levels of motivation. Under the guidance of self-determination theory, this study starts from the three dimensions of autonomy, competence and relevance. This paper explores the reasons for the change of motivation. Economic, scientific and technological, and control-oriented teaching models influence students' motivation in interpreting learning through the intermediary role of autonomous demand; Media opinion and industry cognition affect individual perception of ability, and then affect students' motivation level; Environmental stress and interactivity affect the subjects' relevance needs. This study provides an empirical basis for the application of self-determination theory in interpreting teaching. In addition, based on the findings of the study, this paper also provides some suggestions on motivation teaching strategies for the domestic graduate level interpreting teaching.
【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

【参考文献】