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《校园英语(教研版)》2015,(18):226-227
口译作为一种人与人之间交流的重要方式,有着悠长的历史,其起源可以追溯到古代社会。然而相比较而言,对于口译的研究却没有像对于笔译的研究那样,有着近两千年的发展。在西方社会,口译研究工作仅仅存在了半个世纪左右,而在我国,人们对于口译的研究工作的意识仅仅是在二十世纪后叶才逐渐开始形成的。然而尽管如此,口译研究还是在我国得到了飞速发展,并且已经取得了不少令人满意的成效,尤其是在西方社会,在某种程度上来说,口译研究已经取得了相当的进步。随着口译的发展,同其相关的跨学科的研究也逐渐成为许多语言学家研究的新趋势。从研究的领域而言,很多学者更加集中在跨文化交际学和语用学等方面,然而站在语言的思维机制的角度来看,却鲜有人研究此类内容。本文拟对口译的过程进行探索性的研究,分析并研究在口译过程中的理解和记忆特征,希望能通过此类分析,令我国的口译发展和口译研究工作者得到一些启示。 相似文献
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从认知心理学的角度谈口译中的短时记忆 总被引:1,自引:0,他引:1
近年来,口译市场需求愈来愈大,伴随着口译爱好者数量的增多,口译研究也广泛开展。目前口译界除了运用翻译学、语言学等的一些知识来解释口译活动外,还把目光转向其它新兴学科,试图运用这些新兴学科的研究成果来解释口译过程,指导口译实践活动。语言习得和应用是一种心理行为,应用认知心理学中的记忆特征,可以换一个角度诠释口译活动中信息的处理和贮存。本文从短时记忆的特征出发,提出口译中策略的认知依据。 相似文献
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市场对口译人员的需求日益增多,如何提高译员的口译能力成为人们关注的话题。通过研究视听理解题的主要内容,提出了相应的视听理解策略:预测主要内容;抓住导语;掌握做主旨题,细节题,推理题,对错判断题的相应策略。同时还要重视画面的提示信息,关注人物肢体动作,善于把握人物的肢体语言,并掌握篇章结构的基本知识等。 相似文献
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从认知心理学的角度谈口译中的短时记忆 总被引:1,自引:0,他引:1
孔菊芳 《广西教育学院学报》2006,(4):122-124
近年来,口译市场需求愈来愈大,伴随着口译爱好者数量的增多,口译研究也广泛开展.目前口译界除了运用翻译学、语言学等的一些知识来解释口译活动外,还把目光转向其它新兴学科,试图运用这些新兴学科的研究成果来解释口译过程,指导口译实践活动.语言习得和应用是一种心理行为,应用认知心理学中的记忆特征,可以换一个角度诠释口译活动中信息的处理和贮存.本文从短时记忆的特征出发,提出口译中策略的认知依据. 相似文献
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陈琛 《佳木斯教育学院学报》2012,(3):317+319
口译中的文化障碍是影响口译活动流利实现的重要因素之一。从认知视角来看,文化障碍与有标记性概念隐喻相对应,产生于不同文化背景下思维认知从始源域到目的域的不同映射情况。本文以概念隐喻理论为理论基础,以有标记性概念隐喻的两种认知方式来解读与其对应的文化障碍,并浅析其口译策略。以期为解决口译中的文化障碍提供实践指导。 相似文献
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通过分析听与理解以及理解与说的关系,论述了口译中理解的思维过程。理解是对语言知识和语言外知识进行分析的过程。在理解过程中译员在听辨的基础上把握言语信息的意义,从而传达讲话人的思想,并完成口译的交际目的。 相似文献
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甘小林 《佳木斯教育学院学报》2012,(2):293-293
"网络语言"是一种特殊的言语现象,作为一种社会现象、文化现象,语言学尤其是社会语言学,应当重视它、研究它。网络语言是网民们群体内部使用的形式,从本质上看是一种特殊的语言变体,它和我们日常生活中所用的语言有着较大的差别。本文从社会语言学的角度分析了网络语言这样一种社会现象及其特点,并强调要正确看待网络语言的变异及其发展。 相似文献
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孙萍 《佳木斯教育学院学报》2012,(5):331-332
随着中国逐渐走进国际,使用英语的范围也越来越广,使得英语现在成为一门很重要的课程,新世纪对于英语人才的要求不仅体现在扎实的基本语言技能,更关注于思维能力的培养,二者同等重要,因此,思维能力的培养是英语语言教学的一项重要任务。本文针对目前学生在英语学习中存在的思维障碍,从教学大纲出发,提出了帮助学生克服障碍,探讨学生英语逻辑思维、哲学思维和创新思维能力的培养。 相似文献
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John A. Clarke 《Research in Science Education》1973,3(1):119-141
Summary and Conclusion What has been reported here is an objective, pre-trial formative evaluation of the core of an ASEP unit designed to show its
potential in terms of themes and structure, a revision on the basis cognitive-field learning theory of those sections of the
core shown by the analysis to be possibly deficient, and an ongoing field-trial of the original and revised cores.
The field-trial results, though only tentative, have demonstrated the use of the Carss (1973) content analysis technique as
it may be applied to formative curriculum evaluation since it supplies “... the diagnostic analysis which is at the heart
of formative evaluation” (Baumgart; 1972:9). The technique produces, prior to field-trials, usable information with respect
to the potential inherant in the text, showing for example where structure is poor or where there is irrelevant or too much
information. The technique also allows feedback from field-trials to be used more constructively since general statements
or questions, hitherto of little use in giving writers directions for revision, can be linked to themes, the content and distribution
of which are available.
The use of this technique for the analysis of the manifest content of communication-written or verbal—seems unlimited. The
analysis of the teacher and pupils verbal communications in parallel with the textual analysis, and the analysis of “expert”
ideas on “what is science?” to obtain the “essence” of science are but two. The technique itself needs further refinement
and this refinement and possible uses offer an interesting challenge for future research. 相似文献
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《Africa Education Review》2013,10(2):355-371
Abstract A growing body of research has emphasized the important role that prior knowledge, experience, beliefs and attitudes play in the interpretation of policy reforms. Spillane, Reiser and Reimer (2002) assert that teachers use their prior knowledge in making sense of new directives to change their practice, pointing out how teachers arrive at different interpretations of the same policy message, sometimes even misunderstanding the policy intent. They highlight how teachers often are biased towards policy interpretations that fit with their prior beliefs and values. However, few of these studies exist in a third world setting. This article tries to bridge this gap by focusing on a case study that was executed in a South African classroom. The findings suggest that the teacher in this study were largely guided by his own beliefs of what constitutes good teaching and that curriculum policy is constantly shaped, reshaped and adapted to the situation in a process of great complexity. 相似文献
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Dr Stephen M. Ritchie 《Research in Science Education》1998,28(2):169-185
The application of constructivist referents for teaching science has received some recent unwarranted criticism. To counter
some of the pedagogical criticisms, the teacher's role and actions within a Year 6 science classroom learning community are
described. In particular, my interpretation of two teaching episodes shows how the teacher helped a group of students transform
their understanding of electrical circuits. The teacher in this study mediated learning by monitoring the transformation of
student understanding and negotiating scientific practices—teaching practices which need to be illustrated more fully by researchers
to avoid further confusion about the application of idea-based social constructivism. I argue that the teacher's role, from
a social constructivist perspective, is to employ whatever strategies are needed to help students develop a deeper understanding
of canonical science. 相似文献
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梁楹 《南昌教育学院学报》2012,27(3):150+152
本文从以韩礼德为代表的系统功能语言学派对语法隐喻理论的研究为出发点,简单介绍概念隐喻和人际隐喻,并通过对中英文中概念隐喻和人际隐喻应用的异同来加深对这些理论内涵的理解。希望为相关研究人员提供借鉴帮助。 相似文献
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主体间性视界中的教师角色 总被引:8,自引:0,他引:8
主体间性是主体间关系的内在属性,是不同主体在交往过程中所表现出来的相关性和统一性。在主体间性的视角下,传统教师角色不断解构,新的教师角色逐渐建构。 相似文献