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反思日志在英语翻译教学之应用

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-07-16编辑:lgg点击率:2261

论文字数:36200论文编号:org201407161112081575语种:英语论文 English地区:中国价格:$ 66

关键词:反思日志英语专业翻译教学实验研究英语翻译英语教学

摘要:本文是英语翻译论文,Based on the previous study achievement, this thesis attempts to apply reflectivejournal to translation teaching of English majors, and hopefully its feasibility andeffectiveness will be testified through an empirical study.

Chapter One Introduction


1.1 Research Background
The globalization of the economy and the development of information andtechnology have facilitated the opening and multiplications of society, which requiresschools to foster students’ ability of critical thinking. As an old proverb goes, “Give aman a fish and you feed him for a day; Teach a man to fish, and you get rid of feedinghim for a lifetime”, students need to be trained with learning and reflective ability soas to be capable and independent. The present author tries to do research on theapplication of reflective journal writing to translation classes of English majors,aiming to train students’ critical thinking and innovative awareness.Many researchers are always asking themselves how best they can help studentslearn the language more effectively. They wish to know the learning needs anddifficulties of individual students. They want the students to benefit from classroomactivities and improve learning by examining their own performances. One of theways is to engage the learners in reflective activities. In fact, much has been hoped forand said about reflection as an essential attribute of effective language learning.Reflection in the classroom allows learners to make connections between newlearning and previous experiences. Reflective activities help make thinking morevisible, enabling students to learn from one another and to gain greater insights intotheir own thinking and learning processes. Zeichner & Liston (1985) providedframeworks for describing students’ thinking when engaged in reflection activities,such as written journals, contributions to class discussions, and supervisoryconferences. Researchers believe that if we encourage students to think reflectively,they will graduate “with the dispositions and skills that will enable them to continueto learn from experience” (Zeichner 1991: 119). More importantly, reflectionheightens the students’ metacognitive awareness of language learning.
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1.2 Aim and Significance of this Study
This kind of empirical study is very necessary, however, up till now, has not beenconductedBased on the previous study achievement, this thesis attempts to apply reflectivejournal to translation teaching of English majors, and hopefully its feasibility andeffectiveness will be testified through an empirical study. If proved feasible andeffective, the application of reflective journal will be insightful and referential totranslation teaching in English majors.In order to testify its feasibility and effectiveness, the present study tends toanswer the following 4 questions: 1) Can reflective journal arouse students’translation interests? 2) Can the application of reflective journal advance Englishmajors’ translation competence? 3) To what degree would reflective journals improvestudents’ level of reflective thinking and raise their metacognitive awareness oftranslation learning? 4) Compared with traditional teaching approach, can thereflective journal improve translation teaching efficiency?The findings of the current research aim to offer a new insight to translationteaching in English majors. This is not only consistent with the spirit of the newcurriculum; at the same time reflects the “student-centered” teaching philosophy.
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Chapter Two Literature Review

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