控制性教学策略对翻译专业研究生口译学习动机的影响：自我决定理论视角

发布时间：2018-07-01 20:10

  本文选题：动机 + 控制性教学　； 参考：《北京外国语大学》2016年硕士论文

【摘要】：学习者的动机长期受到教育领域的关注,因为研究表明学习者的自我决定程度与其心理、学习表现都有密切联系。教育领域的动机研究倾向于认为控制性的教学策略会损害学习者的学习动机。但是,口译教学注重的是通过长期重复的训练来使学习者获得口译专业技能,因此不同于其他教学活动。所以,其他教学领域的动机研究发现仍需要在口译教学领域得到进一步的证实与更充分的研究。本文采用自我决定理论作为理论框架,旨在探索控制性教学策略对口译专业研究生的动机与促进动机内化的三项心理因素(自主性、胜任性和关联性)的影响。本研究包含一项实验与三项子研究。实验中,实验组的学生接受了控制性的教学干预而对照组的学生则未受控制性教学策略影响。子研究1与子研究2采用同一问卷评估了两组学生实验前与实验后的三项心理因素与动机的情况,并对比总结出控制性教学策略对翻译专业研究生口译学习动机的影响。子研究3则以采访的形式探究了学生三项心理因素与动机变化的原因。本研究的结果表明,控制性教学策略能够促进内化程度较低的学习动机,但却会损害内化程度较高的动机。本研究也表明,控制性教学策略能够显著提升口译学习者的胜任性,也有提高口译学习者自主性的可能。同时,本研究还基于三项子研究的发现,对国内翻译专业研究生的口译教学提出了动机教学策略建议。
[Abstract]:The motivation of learners has long been concerned in the field of education, because the degree of self-determination of learners is closely related to their psychology and learning performance. Motivation studies in the field of education tend to think that controlling teaching strategies will harm learners' learning motivation. However, interpreting teaching focuses on making learners acquire professional skills of interpretation through repeated training for a long time, so it is different from other teaching activities. Therefore, motivation studies in other teaching fields still need to be further confirmed and fully studied in the field of interpreting teaching. The purpose of this paper is to explore the effects of controlling teaching strategies on the motivation of graduate students majoring in interpretation and the three psychological factors (autonomy, competence and relevance) that promote the internalization of motivation. This study includes one experiment and three sub-studies. In the experiment, the students in the experimental group received controlled teaching intervention, while the students in the control group were not affected by the controlled teaching strategy. Sub-study 1 and sub-study 2 used the same questionnaire to assess the three psychological factors and motivation of the two groups of students before and after the experiment, and compared and summed up the effects of controlled teaching strategies on the interpreting learning motivation of graduate students majoring in translation. Sub-study 3 explores the reasons for the change of students' three psychological factors and motivations in the form of interviews. The results of this study show that the controlled teaching strategies can promote the learning motivation with lower internalization level, but it will damage the higher internalization motivation. The study also shows that controlled teaching strategies can significantly improve the competence of interpreting learners, and it is also possible to improve the autonomy of interpreting learners. At the same time, based on the findings of three sub-studies, the present study puts forward some suggestions on motivation teaching strategies for graduate students majoring in translation in China.
【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】：H059-4
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本文编号：2089018