基于建构主义理论的英语专业笔译学习策略研究

论文摘要

语言学习策略研究始于上世纪七十年代,语言学习策略的应用对语言学习有着积极地促进作用,学习策略得到广泛重视和应用。笔译学习策略应当具有相似的作用,但是笔译学习策略研究起步较晚,存在文献数量偏少、基本概念不统一、实验有漏洞等问题,笔译学习策略的作用及应用尚未得到应有的重视。本研究旨在分析中国英语专业笔译学习者是否充分利用笔译学习策略的问题,主要分为两部分。第一部分通过综述前人语言学习策略研究和翻译学习策略研究,分析总结笔译学习策略的基本定义和基本分类,以建构主义理论为指导,探讨各类笔译学习策略的基本作用,并构建本文的理论框架;第二部分是实证部分,主要通过问卷调查收集笔译学习策略应用的有关数据,以定性和定量等方法,分析英语专业笔译学习者是否充分利用笔译学习策略的问题。主要从三个方面讨论该问题:一、比较被试各类、各项笔译学习策略应用频率;二、分析笔译学习策略应用和笔译学习成绩是否显著相关;三、分析高低水平笔译学习者在各类笔译学习策略应用上是否存在显著不同以及有何不同。最后分析结果并提出相应的建议。本文主要发现是:1)笔译学习策略主要分为元认知学习策略、认知学习策略和社会情感学习策略;2)三类笔译学习策略使用频率平均值仅在3左右,约67%的笔译学习策略使用频率分布仅在1.5—3.5区间,因此大多数笔译学习策略的使用频率不高;但是,某些笔译学习策略使用频率很高,例如自我监控策略、使用互联网、词典等工具,提高英文水平等;4)仅有三项笔译学习策略与翻译学习成绩显著相关;5)高低水平组仅在元认知学习策略应用上存在显著差别,且高水平组在约73%的学习策略使用频率上低于低水平组。因此,总体来说,笔译学习策略仍未得到充分利用。笔译学习策略应用效果受到各种因素的影响,包括学习时间、学习目的、科技发展、学习者策略意识、学习者自身笔译水平等因素。因此,我们的建议包括增加课外笔译学习量、明确学习目的、积极使用互联网,增强学习者策略意识,并积极开展有关笔译学习策略的研究等。

论文目录

• Abstract
• 摘要
• Acknowledgments
• Figures and Charts of the Present Thesis
• Abbreviations
• Contents
• Chapter One Introduction
• 1.1 Research Background
• 1.2 Research Scope
• 1.3 Research Questions
• 1.4 Research Hypothesis
• 1.5 Research Methodology
• 1.6 Research Significance
• Chapter Two Literature Review
• 2.1 Terminology clarification
• 2.1.1 Learning strategy and learning method/technique
• 2.1.2 Learning strategy and learner strategy
• 2.1.3 Translation learning strategy and translation strategy
• 2.2 Definitions and classifications of learning strategies
• 2.2.1 Definitions
• 2.2.2 Classifications
• 2.2.3 Summary
• 2.3 Review of language learning strategy researches
• 2.4 Review of translation learning strategy researches
• 2.5 Constructivism and translation learning strategies
• 2.5.1 Constructivism
• 2.5.2 Constructivism view of knowledge,learning and students & teachers
• 2.5.3 Constructivism and translation teaching
• 2.5.4 Constructivism and translation learning strategies
• Chapter Three Theoretical Framework
• 3.1 Translation learning strategy system
• 3.2 The theoretical framework
• 3.3 Specific research questions
• 3.4 Methodology
• 3.4.1 Subjects
• 3.4.2 Subjects grouping
• 3.4.3 Questionnaire Survey
• 3.4.4 Data Collection
• Chapter Four Experiment Results
• 4.1 The use of the three categories of translation learning strategies
• 4.2 The Use of each translation learning strategy
• 4.3 Translation learning strategies and translation academic scores
• 4.4 Differences between the two groups
• 4.4.1 Differences between the two groups in the use of meta-cognitive strategies
• 4.4.2 Differences between the two groups in the use of cognitive strategies
• 4.4.3 Differences between the two groups in the use of social/affective strategies
• 4.5 Summary
• Chapter Five Findings and Discussions
• 5.1 Major findings
• 5.2 Discussions
• 5.2.1 Reasons for students' inadequate use of meta-cognitive learningstrategies
• 5.2.2 Reasons for students' most favorite and least favorite cognitive learning strategies
• 5.2.3 Reasons for students' different use of social/affective learningstrategies
• 5.2.4 The hypothesis about translation academic scores and translation learning strategies
• 5.2.5 The differences between high-level students and low-level students
• Chapter Six Suggestions and Conclusion
• 6.1 Suggestions
• 6.1.1 Strengthening students' translation learning strategy awareness
• 6.1.2 Suggestions to students' use of meta-cognitive learning strategies
• 6.1.3 Suggestions to students' use of cognitive learning strategies
• 6.1.4 Suggestions to students' use of social/affective learning strategies
• 6.1.5 Suggestions to high-level students and low-level students
• 6.2 Conclusion
• Chapter Seven Implications and Limitations
• 7.1 Implications
• 7.2 Limitations
• Bibliography
• Appendices