隨著國(guó)際間接觸的日益頻繁，語(yǔ)言之間溝通的需求增強(qiáng)，口譯在跨文化、跨民族的交際中所起的催化劑作用日益顯著。針對(duì)國(guó)內(nèi)口譯市場(chǎng)的巨大需求，國(guó)家教育部采取了一系列措施來(lái)加快口譯人才的培養(yǎng)，口譯課被列為眾多高校英語(yǔ)專業(yè)的必修課，但是由于口譯的復(fù)雜性，其教學(xué)模式仍處在不斷探索階段。傳統(tǒng)的口譯教學(xué)模式比較單一，多為單模態(tài)模式，這種教學(xué)模式，一方面不能完全滿足當(dāng)代大學(xué)生的學(xué)習(xí)興趣和人才需要；另一方面，口譯教學(xué)與真實(shí)的口譯現(xiàn)場(chǎng)相差甚遠(yuǎn)。 鑒于此，本文嘗試以建構(gòu)主義環(huán)境理論作為理論依據(jù)，將多模態(tài)話語(yǔ)研究成果引入大學(xué)英語(yǔ)口譯課堂教學(xué)，探索多模態(tài)理論在大學(xué)英語(yǔ)口譯教學(xué)中的操作策略，并通過(guò)實(shí)施教學(xué)實(shí)驗(yàn)來(lái)測(cè)試和驗(yàn)證多模態(tài)口譯教學(xué)模式對(duì)學(xué)生口譯習(xí)得的效果。多模態(tài)口譯教學(xué)強(qiáng)調(diào)把多種符號(hào)模態(tài)（語(yǔ)言，圖像，音樂(lè)，網(wǎng)絡(luò)等）引入口譯教學(xué)過(guò)程，調(diào)動(dòng)學(xué)習(xí)者的多種感官參與學(xué)習(xí)，豐富信息輸入手段，模擬真實(shí)口譯交際情景，改進(jìn)教學(xué)效果，提高教學(xué)質(zhì)量，培養(yǎng)高質(zhì)量的英語(yǔ)口譯人才。 通過(guò)對(duì)四川外國(guó)語(yǔ)大學(xué)國(guó)際關(guān)系學(xué)院英語(yǔ)專業(yè)四年級(jí)學(xué)生在三年級(jí)第二個(gè)學(xué)期的期末口譯成績(jī)的分析比較，本研究選取兩個(gè)自然班的64名學(xué)生作為被試，其中33名學(xué)生組成實(shí)驗(yàn)組，...

【文章頁(yè)數(shù)】：96 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Acknowledgments
Chapter One Introduction
    1.1 Research Rationale
    1.2 Research Objectives
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1 Overview of Undergraduate Interpreting Teaching
        2.1.1 Current Undergraduate Interpreting Teaching in China
        2.1.2 Modes of Undergraduate Interpreting Teaching
        2.1.3 Criteria for the Evaluation of Undergraduate Interpreting
    2.2 Previous Studies on Interpreting Teaching
        2.2.1 Psychological Linguistics
        2.2.2 Functional Linguistics
        2.2.3 Cognitive Linguistics
    2.3 Previous Studies on Multimodal Discourse Analysis
        2.3.1 Researches on MDA at Home and Abroad
        2.3.2 Application of MDA
    2.4 Summary
Chapter Three Theoretical Basis
    3.1 Constructivist Learning Environment
    3.2 MDA and Undergraduate Interpreting Teaching
    3.3 Representation of CLE and MDA in Undergraduate Interpreting Teaching
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Design
    4.3 Method
        4.3.1 Subjects
        4.3.2 Instruments
        4.3.3 Procedures
Chapter Five Results and Discussion
    5.1 Results
        5.1.1 Comparison of the Two Classes’ Performance in the Final Interpreting Exam of Last Semester
        5.1.2 Comparison of the Two Classes’ Performance in the Interpreting Test
        5.1.3 Comparison of Three Items in Interpreting Test Results between CG and EG
        5.1.4 Results from the Questionnaire
    5.2 Discussion
    5.3 Summary
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Thesis
    6.4 Recommendations for Future Study
References
Appendix I
Appendix II



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