模拟会议对翻译硕士（英语口译）专业学生动机内化的有效性探究

发布时间：2017-06-09 07:04

  本文关键词：模拟会议对翻译硕士（英语口译）专业学生动机内化的有效性探究，由笔耕文化传播整理发布。

【摘要】：语习得中学习动机内化已经成为研究的热点问题,模拟会议在口译教学中的重要作用也被广泛提及。然而,模拟会议对口译专业研究生学习动机内化的影响尚未得到充分的定量研究。本论文采用自我决定论以及课堂激励模型作为理论框架,研究模拟会议对促进口译专业研究生学习动机内化的有效性。研究问题是：模拟会议能否有效促进学习动机的内化?本研究采用个案研究的方法,选取北京外国语大学高级翻译学院英语口译专业研究生一年级同一名老师教授的两个平行班作为实验组与控制组于第二学期开学开展为期两周的教学实验,横向与纵向跟踪其动机类型,课堂自主性、胜任性、关联性三大基本心理需求的满足程度,以及内在动机水平的发展变化情况。研究结果显示实验班发生了动机内化。本研究为模拟会议在口译教学中的应用提供了实证依据：经过研究生第一学期系统的口译学习之后,第二学期开展模拟会议能有效促进口译学习动机的内化。此外,本研究也针对翻译专业研究生层次的模拟会议设计提出了建议。
【关键词】：二语习得 模拟会议 自我决定 动机内化
【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】：2016
【分类号】：H319.3
【目录】：

• 摘要4-5
• Abstract5-6
• Acknowledgements6-13
• 1 Introduction13-19
• 1.1 Motivation and interpreter training13-14
• 1.2 Importance of mock conference(MC)in interpreter training14-16
• 1.3 Purpose and significance of the study16-17
• 1.4 Organization of the thesis17-19
• 2 Literature review19-30
• 2.1 Motivation and second language learning19-24
• 2.1.1 Crookes and Schmidt's model of motivation20-21
• 2.1.2 Dornyei's motivational framework21-24
• 2.2 Self-determination theory24-27
• 2.3 Research on motivation internalization27-30
• 2.3.1 Domestic research27
• 2.3.2 Foreign research27-30
• 2.3.2.1 Research on support for competence and relatedness28
• 2.3.2.2 Research on support for self-determination28-30
• 3 Research methodology30-39
• 3.1 Research question30
• 3.2 Research design30-38
• 3.2.1 The research instrument:three questionnaires31-34
• 3.2.2 Participants:The control group and the experiment group34
• 3.2.3 The design of the mock conference (CI)34-37
• 3.2.4 The administration of the three questionnaires37-38
• 3.3 Data collection and analysis38-39
• 4 Results and analysis of the questionnaires39-58
• 4.1 Week one39-42
• 4.1.1 Type of motivation under the teacher-centered teaching model39
• 4.1.2 The satisfaction level of the three basic psychological needs under theteacher-centered teaching model39-40
• 4.1.3 The intrinsic learning motivation under the teacher-centered teaching model40-42
• 4.2 Week two42-45
• 4.2.1 The type of motivation under different teaching models42-43
• 4.2.2 The satisfaction level of the three basic psychological needs under differentteaching models43-44
• 4.2.3 The intrinsic learning motivation under different teaching models44-45
• 4.3 Independent samples test results reading45-53
• 4.3.1 The motivation type45-49
• 4.3.2 The satisfaction level of the three psychological needs49-51
• 4.3.3 The intrinsic motivation51-53
• 4.4 Paired samples test results reading53-58
• 4.4.1 The motivation type53-55
• 4.4.2 The satisfaction level of the three psychological needs55-56
• 4.4.3 The intrinsic motivation56-58
• 5 Conclusion58-63
• 5.1 Summary of key findings58-60
• 5.2 Implications for the design of mock conference60-61
• 5.3 Limitations of the study61-63
• References63-70
• Appendix 1 The situational motivation scale(SIMS)70-71
• Appendix 2 Activity-feeling states(AFS)scale71-72
• Appendix 3 Intrinsic motivation inventory(IMI)72-73
• Appendix 4 Week one:1st questionnaire73-79
• Appendix 5 Week one:2nd questionnaire79-84
• Appendix 6 Week one:3rd questionnaire84-86
• Appendix 7 Week two:1st questionnaire86-91
• Appendix 8 Week two:2nd questionnaire91-96
• Appendix 9 Week two:3rd questionnaire96-97

  本文关键词：模拟会议对翻译硕士（英语口译）专业学生动机内化的有效性探究，，由笔耕文化传播整理发布。

本文编号：434641