克拉申輸入假說(shuō)指導(dǎo)下口譯翻轉(zhuǎn)課堂的構(gòu)建
發(fā)布時(shí)間：2024-05-13 00:45
隨著全球化和國(guó)際交流的發(fā)展,口譯活動(dòng)的重要性語(yǔ)愈發(fā)凸顯,這使得譯員的培養(yǎng)顯得至關(guān)重要,而二語(yǔ)教學(xué)便是譯員培養(yǎng)中必不可少的一環(huán)。1985年,美國(guó)語(yǔ)言學(xué)家史蒂芬﹒克拉申提出輸入假說(shuō)理論,這一假說(shuō)是二語(yǔ)習(xí)得研究中最重要的理論之一�？死曛赋鋈祟愓Z(yǔ)言學(xué)習(xí)的基本方法就是理解語(yǔ)言輸入,可理解性輸入語(yǔ)言材料是語(yǔ)言習(xí)得必不可少的條件。近幾年來(lái),許多學(xué)者從教學(xué)啟示的角度去分析克拉申理論,試圖用克拉申輸入假說(shuō)指導(dǎo)二語(yǔ)教學(xué)的開展。翻轉(zhuǎn)課堂能夠充分發(fā)揮學(xué)生的主觀能動(dòng)性,因此翻轉(zhuǎn)課堂在教學(xué)方面的研究受到了越來(lái)越多的關(guān)注。然而對(duì)翻轉(zhuǎn)學(xué)堂與口譯教學(xué)結(jié)合的研究則少之又少,口譯教學(xué)具有較高的實(shí)踐性,傳統(tǒng)的教師主導(dǎo)的課堂很難滿足真正譯員培養(yǎng)的需要,而以學(xué)生為主導(dǎo)的翻轉(zhuǎn)學(xué)堂則能很好地解決這一問(wèn)題。本論文旨在以克拉申的輸入假說(shuō)為指導(dǎo),探究口譯翻轉(zhuǎn)課堂課前準(zhǔn)備部分的構(gòu)建。本文提出在口譯翻轉(zhuǎn)課堂的課前準(zhǔn)備環(huán)節(jié),學(xué)生和老師應(yīng)該充分明確其與傳統(tǒng)課堂中充當(dāng)?shù)慕巧煌?學(xué)生應(yīng)充分發(fā)揮主動(dòng)性,而教師更多扮演引導(dǎo)和組織的角色;老師應(yīng)通過(guò)測(cè)試的方式對(duì)學(xué)生的真實(shí)語(yǔ)言水平進(jìn)行準(zhǔn)確的了解,以便選取略高于學(xué)生水平的教學(xué)材料;教材在口譯學(xué)習(xí)中非常重要的...
【文章頁(yè)數(shù)】：61 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
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
本文編號(hào)：3972132
【文章頁(yè)數(shù)】：61 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
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
本文編號(hào)：3972132
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