摘要
本研究采用口头报告、半结构化访谈、反思日志、问卷调查等方法,从情感、认知和行为三个维度分析了国内某高校六名MTI口译学习者对教师反馈的投入。研究发现:(1)学生普遍能积极采用认知及元认知策略回应教师反馈,但不同个体在认知的意识层面存在较大差异;(2)学生的反馈摄取率整体较高,有少量的可观测性策略使用;(3)学生产生了多样的学业情绪,按出现频次从高到低依次为:正性低唤醒情绪、正性高唤醒情绪、负性高唤醒情绪和负性低唤醒情绪。学生的反馈投入类型主要表现为主动型投入和构建型投入。本研究对于促进口译教学中的反馈投入机制研究有一定启示。
This study explores learner engagement with the teacher’s corrective feedback in interpreting training through case studies of six MTI students at a Chinese university.Students’affective,cognitive,and behavioral engagement with the teacher’s corrective feedback is analyzed based on the data collected from their oral reports,semi-structured interviews,reflective journals and questionnaires.The study reveals that(1)learners generally adopt cognitive and metacognitive strategies in response to the teacher’s corrective feedback,but they differ in the depth of processing this feedback;(2)overall learner uptake of corrective feedback is high and with a few observable learning strategies adopted;(3)corrective feedback triggers a variety of academic emotions in learners(based on their occurrence from high to low):deactivating positive emotion,activating positive emotion,activating negative emotion,and deactivating negative emotion.Learners engage actively and constructively with the teacher’s corrective feedback.The study may offer some implications for the research of learner engagement mechanism with corrective feedback in interpreting training.
作者
詹成
黄静
ZHAN Cheng;HUANG Jing
出处
《外语教育研究前沿》
CSSCI
北大核心
2024年第3期76-83,96,共9页
Foreign Language Education in China
基金
2020年国家社科基金年度项目一般项目“口述影像训练对口译认知加工能力的效应研究”(项目编号:20BYY031)的阶段性研究成果。
关键词
纠正性反馈
学习投入
口译教学
corrective feedback
learner engagement
interpreting training
