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比较学习成功者与不成功者在学习策略使用上的异同具有重要意义,但在口译教学领域该研究却近于空白。本文通过对七所院校本科英语专业的高分组和低分组学生的口译学习策略使用情况进行对比,研究口译学习高分组与低分组学生在使用学习策略上的异同,并对此进行了详细的描述与分析。研究表明:(1)高分组学生比低分组学生更频繁地使用各类口译学习策略,尤其是认知策略和情感策略;(2)高分组学生比低分组学生具有更强的策略意识;(3)对高低分组学生学习成绩起到重要作用的策略分别是记忆策略和补偿策略;(4)高低分组学生在英语的综合水平上存在显著差异。我们希望该研究结果能为大学英语专业口译教学提供一些有用的数据及启示。
It is of great significance to compare the similarities and differences in learning strategies between successful learners and unsuccessful learners, but the research in the field of interpreting teaching is almost blank. This article compares the use of interpreter learning strategies of high and low-score students in English majors in seven colleges to study the similarities and differences in the use of learning strategies between high-interpreter and low-score students and elaborates on this Description and analysis. The research shows that: (1) high-score students use various interpreter learning strategies more frequently than low-score students, especially cognitive strategies and affective strategies; (2) high-score students have a stronger sense of strategy than low-score students; ( 3) The strategies that play an important role in the academic performance of high and low group students are memory strategy and compensation strategy, respectively; (4) There are significant differences in English comprehensive level between high and low group students. We hope that the results of this research can provide some useful data and enlightenment for college English interpreting teaching.