| 交替传译课堂中学生译员口译能力的发展之路 |
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| 引用本文： | 姚艳波. 交替传译课堂中学生译员口译能力的发展之路[J]. 浙江海洋学院学报(人文科学版), 2011, 28(3): 56-60 |
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| 作者姓名： | 姚艳波 |
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| 作者单位： | 浙江海洋学院外国语学院,浙江舟山,316000 |
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| 基金项目： | 浙江省教育厅科研项目“陈述性知识与程序性知识在交替传译能力发展中的运用”(编号:Y200908009) |
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| 摘 要： | 口译课堂的教学目的是培养学生译员的口译能力。根据认知学习理论关于陈述性知识和程序性知识的分类以及能力从以陈述性知识表征到以程序性知识表征的转化过程,本文提出交替传译教学应包括基于口译基本理论的课程模块、基于口译技能训练的课程模块、基于口译专题训练的课程模块、基于口译模拟训练的课程模块和基于口译综合实践的课程模块。在不同的课程模块中,应采用不同的教学内容和教学方法,从而达到理想的教学效果,使学生译员逐步成长为合格的译员。
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| 关 键 词： | 陈述性知识 程序性知识 交替传译 口译能力 |
Developing Students' Consecutive Interpreting Competence |
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| YAO Yan-bo. Developing Students' Consecutive Interpreting Competence[J]. Journal of Zhejiang Ocean University(Humane Science), 2011, 28(3): 56-60 |
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| Authors: | YAO Yan-bo |
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| Affiliation: | YAO Yan-bo(School of Foreign Languages,Zhejiang Ocean University,Zhoushan 316000,China) |
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| Abstract: | The goal of interpreting curriculum design is to develop student interpreters' interpreting competence.Based on the cognitive theory that the transfer from declarative knowledge to procedural knowledge is the path to expertise development,the paper puts forward the relevant interpreting models aiming at training qualified interpreters. |
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| Keywords: | declarative knowledge procedural knowledge consecutive interpretation interpreting competence |
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