通过思维导图进行口译听力教学

IF 0.6 4区 文学 0 LANGUAGE & LINGUISTICS Revista Espanola De Linguistica Aplicada Pub Date : 2023-11-03 DOI:10.1075/resla.21037.li
Xiangdong Li
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引用次数: 0

摘要

口译学者认为思维导图可以在教学中用于提高学员的口译听力技能。但到目前为止,相关的实证研究还很少。本研究采用单组事后回顾自评设计,考察学生对思维导图在口译听力教学中的使用态度及其效果。共有82名学生参与其中。在教学干预结束时,进行了一份教学经验问卷调查,以检查他们对思维导图练习的态度。在教学干预结束时进行了两次知识和技能的自我评估,以调查他们在测试前和测试后的收获。一项是在练习前对他们的能力进行回顾性自我评估(即自我评估),另一项是在练习后对他们的能力进行事后自我评估(即自我评估)。结果表明,被试认为思维导图是一种积极的学习体验,它对培养学生的口译听力知识和技能是有效的。
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Teaching listening for interpreting through mind mapping
Abstract Interpreting scholars claim that mind mapping can be used pedagogically to enhance trainees’ interpreting-specific listening skills. However, so far relevant empirical studies have been rare. A single-group post and retrospective self-assessment design was used to examine student interpreters’ attitudes towards the use of mind mapping in teaching listening for interpreting and its effectiveness. Eighty-two students were involved as participants. An instruction experience questionnaire was administered at the end of the pedagogical intervention to examine their attitudes towards the mind mapping exercise. Two self-assessments of knowledge and skills were conducted at the end of the pedagogical intervention to investigate their pre-test post-test gains. One was a retrospective self-assessment about their competence before the exercise (then self-assessment) and the other was a post self-assessment about their competence after the exercise (now self-assessment). The results indicate that the participants perceived mind mapping as a positive learning experience and that it was effective in developing students’ interpreting-specific listening knowledge and skills.
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发文量
30
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