本文關(guān)鍵詞：模擬會議對翻譯碩士（英語口譯）專業(yè)學(xué)生動機(jī)內(nèi)化的有效性探究，由筆耕文化傳播整理發(fā)布。

【摘要】：語習(xí)得中學(xué)習(xí)動機(jī)內(nèi)化已經(jīng)成為研究的熱點問題,模擬會議在口譯教學(xué)中的重要作用也被廣泛提及。然而,模擬會議對口譯專業(yè)研究生學(xué)習(xí)動機(jī)內(nèi)化的影響尚未得到充分的定量研究。本論文采用自我決定論以及課堂激勵模型作為理論框架,研究模擬會議對促進(jìn)口譯專業(yè)研究生學(xué)習(xí)動機(jī)內(nèi)化的有效性。研究問題是：模擬會議能否有效促進(jìn)學(xué)習(xí)動機(jī)的內(nèi)化?本研究采用個案研究的方法,選取北京外國語大學(xué)高級翻譯學(xué)院英語口譯專業(yè)研究生一年級同一名老師教授的兩個平行班作為實驗組與控制組于第二學(xué)期開學(xué)開展為期兩周的教學(xué)實驗,橫向與縱向跟蹤其動機(jī)類型,課堂自主性、勝任性、關(guān)聯(lián)性三大基本心理需求的滿足程度,以及內(nèi)在動機(jī)水平的發(fā)展變化情況。研究結(jié)果顯示實驗班發(fā)生了動機(jī)內(nèi)化。本研究為模擬會議在口譯教學(xué)中的應(yīng)用提供了實證依據(jù)：經(jīng)過研究生第一學(xué)期系統(tǒng)的口譯學(xué)習(xí)之后,第二學(xué)期開展模擬會議能有效促進(jìn)口譯學(xué)習(xí)動機(jī)的內(nèi)化。此外,本研究也針對翻譯專業(yè)研究生層次的模擬會議設(shè)計提出了建議。
【關(guān)鍵詞】：二語習(xí)得 模擬會議 自我決定 動機(jī)內(nèi)化
【學(xué)位授予單位】：北京外國語大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：H319.3
【目錄】：

• 摘要4-5
• Abstract5-6
• Acknowledgements6-13
• 1 Introduction13-19
• 1.1 Motivation and interpreter training13-14
• 1.2 Importance of mock conference(MC)in interpreter training14-16
• 1.3 Purpose and significance of the study16-17
• 1.4 Organization of the thesis17-19
• 2 Literature review19-30
• 2.1 Motivation and second language learning19-24
• 2.1.1 Crookes and Schmidt's model of motivation20-21
• 2.1.2 Dornyei's motivational framework21-24
• 2.2 Self-determination theory24-27
• 2.3 Research on motivation internalization27-30
• 2.3.1 Domestic research27
• 2.3.2 Foreign research27-30
• 2.3.2.1 Research on support for competence and relatedness28
• 2.3.2.2 Research on support for self-determination28-30
• 3 Research methodology30-39
• 3.1 Research question30
• 3.2 Research design30-38
• 3.2.1 The research instrument:three questionnaires31-34
• 3.2.2 Participants:The control group and the experiment group34
• 3.2.3 The design of the mock conference (CI)34-37
• 3.2.4 The administration of the three questionnaires37-38
• 3.3 Data collection and analysis38-39
• 4 Results and analysis of the questionnaires39-58
• 4.1 Week one39-42
• 4.1.1 Type of motivation under the teacher-centered teaching model39
• 4.1.2 The satisfaction level of the three basic psychological needs under theteacher-centered teaching model39-40
• 4.1.3 The intrinsic learning motivation under the teacher-centered teaching model40-42
• 4.2 Week two42-45
• 4.2.1 The type of motivation under different teaching models42-43
• 4.2.2 The satisfaction level of the three basic psychological needs under differentteaching models43-44
• 4.2.3 The intrinsic learning motivation under different teaching models44-45
• 4.3 Independent samples test results reading45-53
• 4.3.1 The motivation type45-49
• 4.3.2 The satisfaction level of the three psychological needs49-51
• 4.3.3 The intrinsic motivation51-53
• 4.4 Paired samples test results reading53-58
• 4.4.1 The motivation type53-55
• 4.4.2 The satisfaction level of the three psychological needs55-56
• 4.4.3 The intrinsic motivation56-58
• 5 Conclusion58-63
• 5.1 Summary of key findings58-60
• 5.2 Implications for the design of mock conference60-61
• 5.3 Limitations of the study61-63
• References63-70
• Appendix 1 The situational motivation scale(SIMS)70-71
• Appendix 2 Activity-feeling states(AFS)scale71-72
• Appendix 3 Intrinsic motivation inventory(IMI)72-73
• Appendix 4 Week one:1st questionnaire73-79
• Appendix 5 Week one:2nd questionnaire79-84
• Appendix 6 Week one:3rd questionnaire84-86
• Appendix 7 Week two:1st questionnaire86-91
• Appendix 8 Week two:2nd questionnaire91-96
• Appendix 9 Week two:3rd questionnaire96-97

  本文關(guān)鍵詞：模擬會議對翻譯碩士（英語口譯）專業(yè)學(xué)生動機(jī)內(nèi)化的有效性探究，，由筆耕文化傳播整理發(fā)布。

本文編號：434641