探讨传译语块教学对英语口译学习者传译流利度和准确度影响

论文导读：
摘要：二语语块近年来在语言习得与运用中的地位和作用已经成为语言学界普遍关注的一个新课题。大量的探讨成果证实了语块在二语产出历程中发挥着重要作用。然而,以往国内学者对于二语语块的探讨主要集中在语块在听、说、读、写四种技能中的重要作用,结合口译的探讨相对较少,而且结合口译的探讨仅限于对语块论述进行介绍、描述或评价,强调语块在口译教学中的作用和优势,这一方面的实证性探讨相对较少。本探讨是一项关于语块教学对于英语专业口译学习者汉英交替传译的流利度和准确度的影响的实证性探讨。本探讨采取实验探讨和问卷调查以及学生日记相结合的策略,选取华中科技大学武昌分校英语专业四年级两个自然班做为实验班和制约班,实验班的学生在以往教学策略的基础上进行语块教学,制约班的学生只沿用以往的教学策略而不进行语块教学。实验时间为15周,在学期初、中、末分别对两个班的学生进行难度相当于上海中级口译考试的测试,对两个班的学生在实验的不同阶段汉英交替传译的流利度和准确度的各项指标及他们传译中所利用的语块进行定量浅析和统计。实验结束后,利用独立样本T检验浅析两个班的学生汉英交替传译的流利度和准确度以及语块的正确利用数量是否有显著差别,以而判断语块教学对于学生汉英交替传译的流利度和准确度的影响。除此之外,利用配对样本T检验浅析语块教学对实验组高、中、低不同语言水平的学生汉英交替传译的流利度和准确度的影响有何不同,并且利用方差检验浅析三组学生正确利用语块数量有无显著差别。学期末对实验班的学生进行问卷调查并结合学生平时的日记了解学生对于语块教学的认识和看法。通过比较实验班和制约班在前测、中测和后测3次测试的准确度和流利度各项指标发现,语块教学对英语专业口译学习者汉英交替传译的流利度和准确度有积极影响。接受语块教学的学生语块的正确利用数量较没有进行语块教学的学生有显著增加,尤其是语言水平处于中等的学生正确利用语块的数量增加最为显著。具体到语块教学对语言水平不同的学生的影响,配对样本T检验的结果显示,语块教学对语言水平较高的学生汉英交替传译的流利度和准确度的影响最为显著,对语言水平中等的学生汉英交替传译的流利度有一定影响,对其准确度影响显著,而对于语言水平较低的学生汉英交替传译的流利度影响显著,对其准确度有一定影响。浅析问卷调查和学生日记的结果表明,大多数学生对语块教学持肯定态度,认识到其在汉英交替传译中的作用。关键词：语块论文语块教学论文汉英交替传译流利度论文汉英交替传译准确度论文
本论文由www.7ctime.com,需要论文可以联系人员哦。Abstract5-7
摘要7-11
1 Introduction11-14

1.1 Background to the Research11-12

1.2 Research Purpose12

1.3 Structure of the Thesis12-14

2 Literature Review14-31

2.1 A Brief Review on Chunks14-20

2.

1.1 Definition of Chunks14-15

2.

1.2 Classification of Chunks15-17

2.

1.3 Identification of Chunks17-18

2.

1.4 Function of Chunks18-20

2.2 The Lexical Approach20-21

2.3 Previous Studies on Chunks21-31

2.3.1 Previous Studies on Chunks abroad22-25
2.3.1.1 Perspectives of Researches on Chunks abroad22-23
2.3.1.2 Major Points of Researches on Chunks abroad23-25
2.3.2 Previous Studies on Chunks at home25-31
2.3.2.1 Perspectives of Researches on Chunks at home25-29
2.3.2.2 Major Points of Res论文导读：ysisoftheFluencyandAccuracyofC-ECIinDifferentLanguageProficiency48-524.3.2AnalysisofDatafromtheUseofChunksinDifferentLanguageProficiency52-544.4AnalysisofDatafromtheAnswertotheQuestionnaire54-574.5AnalysisoftheResultromDiary57-595Conclusion59-62

5.1MajorFin

earches on Chunks at home29-30
2.3.2.3 Previous Studies on Chunks in CI30-31
3 Research Methodology31-41

3.1 Research Design31-32

3.2 Teaching Procedure of the Lexical Approach in EG32-33

3.3 Subjects33

3.4 Instruments33-35

3.4.1 Three Tests34-35

3.4.2 Questionnaire35

3.4.3 Diary35

3.5 Research Procedures35-36

3.6 Data Collection36-37

3.7 Definition,Criteria and Classification of Chunks in Present Study37
3.8 Criteria for Assessing the Fluency of C-E CI37-38
3.9 Criteria for Assessing the Accuracy of C-E CI38-41
4 Analysis and Discussion41-59
4.1 Data Analysis of the Fluency and Accuracy of C-E CI41-47
4.1.1 Data Analysis of the Fluency and Accuracy of C-E CI in Pretest41-44
4.1.2 Data Analysis of the Fluency and Accuracy of C-E CI in Midtest44-45
4.1.3 Data Analysis of the Fluency and Accuracy of C-E CI in Posttest45-47
4.2 Analysis of Data from Identifying Chunks47-48
4.3 Analysis of Data from Students in Different Language Proficiency48-54
4.3.1 Data Analysis of the Fluency and Accuracy of C-E CI in Different Language Proficiency48-52
4.3.2 Analysis of Data from the Use of Chunks in Different Language Proficiency52-54
4.4 Analysis of Data from the Answer to the Questionnaire54-57
4.5 Analysis of the Results from Diary57-59
5 Conclusion59-62

5.1 Major Findings59-60

5.2 Pedagogical Imppcations60-61

5.3 Limitations of the Study61-62

Bibpography62-66
Appendix 1 The Source Texts in Three Tests66-69
Appendix 2 Raw Data about Fluency and Accuracy in Three Tests69-72
Appendix 3 The Number of Correctly Used Chunks in Three Tests72-73
Appendix 4 Questionnaire73-74
Appendix 5 Transcription of Students' Interpretation74-117
Appendix 6 Extracts of Students' Diary117-118
Acknowledgements118