Abstract:
Universities in China set up the course of English Interpretation twenty years ago, and with the advancement of the society, the course of interpretation is also developed. However, some problems still exist in the teaching process, for example, the students’ passive classroom performance. In interpretation, students are afraid of facing the whole class to interpret, and they even choose to be silent. This article mainly talks about influential factors that affect students' classroom performance in the interpretation, including teaching period, related language capacities, students’ self-assessment, learning motivation, teaching content, etc. In addition, this paper provides some suggestions to improve the passive students’ classroom performance in interpretation. According to this research, students’ passive classroom performance can be overcome, and the efficiency of the English interpretation course can be improved.
Keywords: course of interpretation; classroom performance; influential factors
摘 要:
二十年前大学就已开设了英语口译课，随着时代的发展，口译课堂也不断与时俱进，英语毕业论文，但在口译课堂上仍然会有各种问题出现，英语论文，比如学生的消极课堂表现。学生们惧怕当众口译，甚至出现了“课堂沉默”现象。本文主要研讨作用英语口译课学生课堂表现的因素，包括课时、相关语言能力、学生的自我评价、学习动力以及教学内容等。本文还将就改善口译课堂上消极的课堂表现给出一些建议。希望借助本探讨可以克服学生的消极课堂表现的措施并提高英语口译课堂的教学效果。
关键词：口译课;课堂表现;作用因素
1 Introduction
“With the advocating of the opening-to-the-world policy, there is pressing demand for interpreters in China, so many colleges started to set up the course of English interpretation” (Liuheping, 2017). Once established, the interpretation course has been arousing researchers’ and educators’ attention and becoming more and more significant.
However, according to a research, “even when the interpreting materials are not difficult, students’ interpreting ability is not satisfied, which shows that the teaching effect of interpretation course is not ideal at present” (Wangwenyu, 2017). And the result of another research about students’ interpretation learning efficiency shows that “only 20% students thought the teaching result was good;10% students thought it awful; 35% students felt the teaching effect was so-so; and 35% students believed they had made no obvious progress after taking the course” (Zhou Wei, 2017). Many studies indicate that there are still many problems in the teaching of interpretation course, which deserves more reflection.
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