基于性格特质的科技英语口译自主学习能力研究  

A Study on Autonomous Learning Ability in EST Interpretation from the Perspective of Personality

作　　者：刘芹[1] 吴丝[1] 

机构地区：[1]上海理工大学外国语学院,上海200093

出　　处：《外语电化教学》2012年第6期60-65,共6页Technology Enhanced Foreign Language Education

基　　金：2011年度上海理工大学核心课程建设项目"科技英语口译"(5811305002);2011年度上海理工大学研究生创新基金项目"科技英语口译自主学习平台建设";2012年度上海理工大学人文社科项目"交互式大学英语自主学习模式构建及应用研究"(12XSZ04)的部分研究成果

摘　　要：本文探究如何从性格因素切入将相关技术在科技英语口译自主能力培养上的应用效益最大化。通过运用性格测试问卷、自主学习报告等工具,获知不同性格的科技英语口译学习者在自主学习目标制定、学习策略选择、自我评估等方面表现出的差异,进而通过相关数据分析研究性格因素对学生自主学习能力的影响度。以此为基础,提出有针对性的培养建议,以改进科技英语口译教学模式。In order to explore how these elements affect students＇ autonomous learning ability and performance in EST interpretation, an empirical study is made on 54 students of EST interpretation course, within which classroom instruction is combined with an on-line autonomous learning platform. Myers-Briggs Type Indicator （MBTI） questionnaire survey is adopted to assess students＇ personalities; study reports and homework videos are regularly collected to analyze how students of different personalities vary in their performances shown in setting goals and choosing strategies as well as self-evaluation. Based on statistical analysis, individualized teaching suggestions are intended to be given to students of various personalities to improve the EST interpretation teaching mode in question.

关 键 词：科技英语口译 自主学习 性格因素 

分 类 号：H315.9-4[语言文字—英语]