背诵输入与英语口译教学的实践与理论研究

The Practice and Theory Study on Recitation Input and Pedagogical Interpretation

以第二语言习得理论为基础,通过对贵州省贵州大学外语学院英语专业两个班的学生进行了为期一学期的背诵在英语口译教学中的实验研究,结果表明在英语口译学习中使用背诵策略的班级与不使用此策略的班级在口译成绩上存在着明显差异,特别是对一些基础较差的学生,背诵在大学口译教学中起着举足轻重的作用。

With the development of science and technology,modern teaching methods in English classes are popular. Moreover,network and multimedia-aided foreign language teaching models have been achieved in many universities. Recitation,China’s traditional and the most effective Chinese and English language leaning methods, are gradually being forgotten by the people. Therefore,based on the theory of second language acquisition,the author conducted an empirical study on recitation and English interpretation. The participants came from two classes of foreign language college majored in international studies,Guizhou University. It lasted a semester. The results showed that students who made use of recitation strategy were better than those who did not. There was a significant difference between them,particularly for those whose language proficiency were low. The author argues that recitation plays a magnificent role in college pedagogical interpretation. Some pedagogical implications on English interpretation teaching are also mentioned in this paper.