同传译员遵循的基本原则

重点论述了同传过程中译员遵循的三项基本原则：后起跟踪，解构与重组，多任务处理模式，以及相应的翻译技巧，旨在帮助人们更好地了解同传中特殊的处理方式，提高同传质量。     

浅议同传译员的“面子”问题

该文首先借用生态理论,提出同传译员的工作宗旨是维护其职业的"脸面"。笔者分析了同传译员通常使用的省略、简化、增添、重复和等待技巧,最后运用吉尔的认知负荷模型,探讨了译员自我保护策略。     

汉英无稿同传中的顺译技巧

同声传译是一种高强度的脑力劳动,需要译员高度集中注意力,紧跟说话人节奏。本文试图以两篇较易获取的同传材料入手,探讨汉英同传遇到困难时如何通过掌握特定技巧来降低翻译难度,同时保证顺译和意思表达的准确性,从而为同传译员争取宝贵的时间。     

浅析同声传译的技巧与训练方法

作为方兴未艾的一种口译类型,省时高效的同声传译越来越多地受到人们的认可,同传译员成为炙手可热的职业,但市场中同传译员却远远地供不应求,这是因为同传译员的"修炼"之路异常艰难,除了扎实的外语基本功外,还需要高超的技巧,这些都需要长期的训练。本文主要就同传译员的翻译技巧和训练方法进行探究,总结出四个技巧:顺句驱动,适当增减,超前预判和信息重组;三个方法:影子练习、视译和分神专项训练。     

司声传译译员素质及同传预测试析

根据同声传译译员的特点,对同声传译译员素质与同传预测进行探讨．并基于工作实践提出提高同传能力的一些可行性策略。     

同声传译译员素质及同传预测试析

根据同声传译译员的特点,对同声传译译员素质与同传预测进行探讨,并基于工作实践提出提高同传能力的一些可行性策略.     

同声传译中译员心理减压策略探讨

同声传译的性质决定了同传译员所承受的巨大心理压力,这些压力来至于同传的内容、过程、时间、误译和现场等方面。为了尽可能好地完成同传任务,译员必须从译前准备、笔记、争取时间、简化内容、引导自信等方面进行针对性的心理减压。但是,译员水平的真正提高必须依靠艰苦的学习和大量的实践,而采用减压策略只能算是一种权宜之计。     

同声传译译员素质初探

同声传译由于工作的特殊性，在许多人的眼中都具有神秘感，认为其高不可攀。本文从同传培训过程，同传译员应具备的各种能力方面，以及同传过程中出现的问题方面，粗浅地探讨了同声传译译员应具备的素质。     

福建自贸区建设背景下同声传译口译员素质新探

本文立足于新的时代背景下,以福建自贸区建设为背景,探析了在新形势下同传译员所需的素质再造问题,指出同传译员需要注重五大方面能力的再造,这对当前及今后从事口译事业的从业者有很大理论指导意义和实践借鉴意义。     

背景知识对同传预测能力影响的实证研究

以汉英同传中的预测策略作为研究对象,通过实证研究探讨背景知识对译员同传预测能力的影响。研究表明,掌握背景知识的译员在预测语言内容方面具备明显优势,而背景知识不会影响译员预测语言形式的能力。     

The potential of supplemental instruction in engineering education: creating additional peer-guided learning opportunities in difficult compulsory courses for first-year students

Supplemental Instruction (SI) can be an efficient way of improving student success in difficult courses. Here, a study is made on SI attached to difficult first-year engineering courses. The results show that both the percentage of students passing a difficult first-year engineering course, and scores on the course exams are considerably higher for students attending SI, compared to students not attending. The study also shows that a higher percentage of female students attend SI, compared to male students. However, both genders seem to benefit to the same degree as a result of attending SI meetings. Also all students, independent of prior academic ability, benefit from attending SI. A qualitative study suggests that SI meetings provide elements important for understanding course material, which are missing from other scheduled learning opportunities in the courses.     

The potential of Supplemental Instruction in engineering education – helping new students to adjust to and succeed in University studies

Supplemental Instruction (SI) is a programme that is attached to difficult courses with the objective of increasing student performance and retention. However, an SI programme also has the potential to increase overall student performance and retention during the first critical year if applied to introductory courses. In this study the latter objective is investigated in an engineering educational environment. The study shows that an SI programme attached to difficult first semester courses for new engineering students has substantial positive effects on both first-year student performance and retention. Both male and female students appear to benefit from attending SI to the same extent. Some potential reasons for these improved first-year student performances are that attendance at SI sessions appears to lead to improved self-confidence, a broader network of study partners, improved study strategies and problem-solving skills and an increased ability to critically review material and work with others.     

The Impact of Supplemental Instruction: Results From an Urban Community College

Supplemental Instruction (SI) is an academic support program consisting of a series of free, voluntary based weekly study sessions for students taking historically difficult courses. SI is designed to increase student retention and academic performance. Whereas Hensen and Shelley (2003) examined SI impact at a large public midwestern university, this study examined a newly implemented SI at an urban community college in downtown Dallas, Texas. General psychology students who regularly attended SI study sessions had an 83% success (final letter grade of A, B, or C) rate compared to 64% for students who did not participate. To further increase overall success, an early alert warning system within the Blackboard? learning management system was set up to track each student’s performance in the event students started to fall behind in assignment completion. In that case, the student was placed in the SI study group. Additionally, this study examined the SI leaders themselves by tracking their academic and professional activities.     

Reducing the grade disparities between American Indians and Euro-American students in introduction to psychology through small-group,peer-mentored,supplemental instruction

Supplemental instruction (SI) is a small-group, peer-mentored programme which is compatible with the learning preferences of American Indian students. We tested the hypothesis that SI is a compensatory strategy that reduces the differences in the grades earned in introduction to psychology by Euro-American and American Indian students. The sample consisted of 129 American Indian students and 4588 Euro-American students enrolled in introduction to psychology at a US university. As hypothesised, a multi-level model yielded a significant (p < .01) interaction between SI and ethnicity on course grade. Whereas for non-SI users, the gap between Euro-American and American Indian students was .71 grade points, for SI users, it was only .15 grade points. Strategies should be devised for increasing SI visits by students enrolled in introduction to psychology, particularly those who belong to American Indian tribes.     

How situational interest affects individual interest in a STEAM competition

ABSTRACT

Interest in educational research can be categorised into situational interest (SI) and individual interest (II); the sequential phases of interest development for learning have long been recognised as triggered SI, maintained SI, emerging II, and well-developed II. This study proposes an interest development model which involves SI and II mentally developed during students’ preparation for and participation in annual ‘PowerTech’ STEAM contests in Taiwan. In July 2015, data were first collected to examine students’ triggered SI, and 4 months later in the world contest to examine the local contest winning students’ maintained SI. Also, during the contest, data were collected on-site to examine the students’ emerging II. Finally, the same measurement tool was administered again for the world contest winning students 2 months later in February 2016. The results of this study showed that triggered SI is positively related to maintained SI. Maintained SI is positively related to emerging II, but it is not significantly related to well-developed II. Emerging II is positively related to well-developed II. The implication of this finding is that a well-designed competition may raise students’ SI so that emerging II and well-developed II could mature due to the effect of maintained SI.     

Examinations: Accentuating the Positive

Because instructor-led Supplemental Instruction (SI) offers additional benefits in student learning and engagement over the more traditional peer-led model, in this article the author argues that faculty should consider participating in SI sessions. Benefits to participating in instructor-led SI include: students spend more time on task in faculty-led sessions, earn higher grades on exams, meaningfully interact with their professor (even in a large enrollment class), appreciate working collaboratively with their peers, and report gains in their academic self-confidence. As such, while still a relatively understudied intervention strategy, faculty-led SI warrants greater study and attention.     

The Use of Sensory Integration Therapy by Intervention Service Providers in Malaysia

Sensory integration (SI) therapy is a controversial intervention used in intervention for children with disabilities that is popular in the United States. Little is known about the use of SI therapy for children with disabilities in educational centres in developing nations such as Malaysia. Supervisors and teachers from seven educational intervention centres in city-centre areas in Malaysia were interviewed on their use of SI therapy. Occupational therapists were found to have a major influence on the decision to use SI therapy by the interviewees. It was also found that SI therapy was implemented in a limited manner in these centres and that one of the primary factors that motivated teachers to use SI therapy was the perception that students’ behaviours were associated with sensory stimulation. Implications for evidence-based decision-making in developing countries are discussed.     

Supplemental Instruction Online: As Effective as the Traditional Face-to-Face Model?

Supplemental Instruction (SI) is a well-recognized model of academic assistance with a history of empirical evidence demonstrating increases in student grades and decreases in failure rates across many higher education institutions. However, as college students become more accustomed to learning in online venues, what is not known is whether an SI program offered online could benefit students similarly to SI sessions that occur in face-to-face settings. The in-person (traditional) SI program at California State University San Marcos has demonstrated increases in grades and lower fail rates for courses being supported in science and math. Students enrolled in four biology courses who participated in online SI received increases in academic performance similar to the students in the courses who attended traditional SI. Both the online and traditional SI participating students had higher course grades and lower fail rates as compared to students who did not participate in either form of SI. Self-selection, as measured by past cumulative college grade point average, did not differ between students who attended either form of SI or who did not attend. Student perceptions of online SI were generally positive and appeared to offer an alternative path to receive this valuable academic assistance for some students. Overall, results are promising that the highly effective traditional model can be translated to an online environment.     

从现场同声传译看同声传译策略的运用

同声传译的过程是译员激活自身的语言、文化图式,运用同声传译策略,实现交际目的一种策略性过程。常见的同声传译策略包括信息重组、顺句驱动、简繁有度、因时而动、适时调整、适当预测等。这六种同声传译策略各具特点与作用。在现场同声传译实践中,译员正是通过恰当利用这些策略,顺利地完成了同声传译任务。同时,研究还发现,了解同声传译策略是将陈述性知识转换为程序性知识,进而自觉运用于同声传译实践的必经之路。     

The Front and Back Stages of Swedish School Inspection: Opening the Black Box of Judgment

This article provides results from a study of the hidden processes of consensus formation that precede and make possible official judgments and decisions of the Swedish Schools Inspectorate (SI). The research question for the study was: How is knowledge negotiated on the back stage of school inspection and presented on the front stage? The article builds on in-depth case studies of school inspection in four schools. Data include internal and official material from SI, on-site observations of inspection in schools and internal quality assurance meetings at SI, and interviews with inspectors. The analysis is inspired by Goffman's usage of the concepts “front stage” and “back stage.” The results suggest that the SI front stage borrows legitimacy from an evidence-based model aiming at objective and “equivalent” judgments, while the back stage displays a complex mix of rigorous formalized guidance and uncertainty that requires inspectors’ brokering and deliberation.