面向教学实践的个性化口译训练方法研究及应用  

Research and Application of Personalized Interpretation Training Methods for Teaching Practice

作　　者：郭航 GUO Hang(International College,Guangzhou College of Commerce,Guangzhou 511363,China)

机构地区：[1]广州商学院国际学院,广州511363

出　　处：《湖北第二师范学院学报》2024年第5期93-97,共5页Journal of Hubei University of Education

摘　　要：随着全球化进程的不断加快,英语教育重要性与日俱增。为了提高大学生英语听力能力,以释意理论为基本依据,研究设计了一种专门服务于本科大学生的英语口译训练教学方法。结果表明,从前期到后期测试,A组学生的成绩平均分提高了2.5,B组学生的成绩平均分降低了3.7。说明口译训练能在一定程度上提高学生的英语听力能力。前期测试成绩显著性水平为0.603,远大于0.05,说明A、B组的方差齐性一致,两组数据之间没有显著性差异。但双侧显著性为0.047<0.050,说明两组数据之间存在显著性差异。释意理论下的口译听力训练效果优于传统方式听力训练,这对于改善教学质量和提高大学生听力能力具有重要的现实意义。With the continuous acceleration of globalization,the importance of English education is increasing day by day.In order to improve the English listening ability of college students and improve the quality of teaching,based on the theory of interpretation,a teaching method for English interpretation training specifically designed for undergraduate students has been studied and designed.The results showed that from early to late testing,the average score of Group A students increased by 2.5,while the average score of Group B students decreased by 3.7.Interpreting training can improve students’English listening ability to a certain extent.The significance level of the preliminary test results is 0.603,which is much greater than 0.05,indicating that the homogeneity of variance between groups A and B is consistent,and there is no significant difference between the two groups of data.But the bilateral significance is 0.047<0.050,indicating a significant difference between the two groups of data.The effect of interpretation ear training under the interpretive theory is better than that of traditional ear training,which is of great practical significance for improving teaching quality and improving college students’listening ability.

关 键 词：教学实践 口译训练 释意理论 组统计量 独立样本t检验 

分 类 号：H315.9[语言文字—英语]