摘要
对比分析Lucas的公众演讲交际模式和Gile的口译交际模式,可以发现演讲和口译的产出过程在语言技能、思维模式、演讲能力、信息组织、表达能力和抗外界因素干扰能力等方面存在相似性。35名参加口译短期培训的成员在演讲课程前后分别回答了一份关于演讲技巧自我评估的五点量表问卷。结果表明,口译受训者的演讲技能、信息重组能力、减少依赖笔记程度和语言表达能力在演讲课程结束后均有相对明显的加强,公众演讲能力和口译能力的提升呈正相关。这表明演讲的介入对口译能力的提升起到积极推动作用,对大学英语演讲和口译的教学和实践有一定的借鉴作用。
This paper analyzes Lucasˊs public speaking communication mode and Gileˊs interpreting mode,from which the similarities of English public speaking and the output stage of interpreting are found in the aspect of language skills,thinking mode,public speaking ability,information formulation ability,ability to express and ability to cope with interferences from the outside. Thirty-five students taking interpreting training course answered a five-point Likert scale questionnaire survey on self-assessment of public speaking skills before and after English public speaking training. The result shows a positive correlation between English public speaking skills and interpreting skills and also great improvements on public speaking skills, information formulation ability,note-taking independency,and language ability for interpreting trainees. This study demonstrates that English public speaking training promotes traineesˊ interpreting ability,which has a significant role on teaching and practice of English public speaking and interpreting.
出处
《河北经贸大学学报（综合版）》
2016年第2期46-49,共4页
Journal of Hebei University of Economics and Business(Comprehensive Edition)
基金
山西省教育厅高等学校教学改革项目(2012106)阶段性研究成果
关键词
交际模式
公众演讲
口译
即席演讲
即兴演讲
元语言
目的语
语言习得
communication modes
public speaking
interpreting
impromptu speech
extemporaneous speech
meta language
target language
language acquisition
