本次研究选择某年英语专业八级考试中口译考试的90份录音样本作为分析数据,对样本进行转写之后,运用单因素方差分析(One-way ANOVA)及判别分析(Discriminant Analysis)两种统计工具,分别考察口译产出的"语法复杂度"、"...本次研究选择某年英语专业八级考试中口译考试的90份录音样本作为分析数据,对样本进行转写之后,运用单因素方差分析(One-way ANOVA)及判别分析(Discriminant Analysis)两种统计工具,分别考察口译产出的"语法复杂度"、"语法准确度"、"词汇"、"流利度"、"衔接度"和"语篇完整度"等语言范畴所包含的20个因子在不同口译等级中的差异表现及其对口译评分的区分力(使用Tukey's post hoc test检测),并由此判别这些语言范畴预测口译质量的效度(根据效应幅度值Eta value来判别)。本次研究得到以下发现:(1)从高到低表明口译评估等级具有显著性差异的语言指标分别为"完整度"、"流利度"和"语法准确度",这一结果基本通过了判别分析的交叉检验;(2)判别口译等级的区分力由强到弱的排列顺序分别为口译语篇的完整度、口译的流利度、语法准确度和衔接度,这一判别分析结果与前面的显著性差异分析结果基本一致。本次研究对口译学习和口译教学、大规模口译测试评分以及对影响口译质量的因子研究均有一定的启发。展开更多
This study explores the effects of the 4/3/2 technique on Chinese non-English majors' spoken English production by means of linguistic indices and performing indices. The findings provide further encouraging suppo...This study explores the effects of the 4/3/2 technique on Chinese non-English majors' spoken English production by means of linguistic indices and performing indices. The findings provide further encouraging support that the 4/3/2 technique has some good effects on spoken English production, not only in oral fluency but also in linguistic accuracy, complexity, and appropriateness. The qualitative analyses indicate that omitting or reducing some information is the major strategy for the subject to fit the talk into reduced available time. In addition, pauses (including ah-phenomenon) and lexical repetitions are the major strategies adopted by the subjects to gain time for planning and they use relatively fewer verbal fillers (e.g. 'I mean', 'as you know'). This paper finally puts forward some pedagogical implications of the 4/3/2 technique in foreign language teaching.展开更多
文摘本次研究选择某年英语专业八级考试中口译考试的90份录音样本作为分析数据,对样本进行转写之后,运用单因素方差分析(One-way ANOVA)及判别分析(Discriminant Analysis)两种统计工具,分别考察口译产出的"语法复杂度"、"语法准确度"、"词汇"、"流利度"、"衔接度"和"语篇完整度"等语言范畴所包含的20个因子在不同口译等级中的差异表现及其对口译评分的区分力(使用Tukey's post hoc test检测),并由此判别这些语言范畴预测口译质量的效度(根据效应幅度值Eta value来判别)。本次研究得到以下发现:(1)从高到低表明口译评估等级具有显著性差异的语言指标分别为"完整度"、"流利度"和"语法准确度",这一结果基本通过了判别分析的交叉检验;(2)判别口译等级的区分力由强到弱的排列顺序分别为口译语篇的完整度、口译的流利度、语法准确度和衔接度,这一判别分析结果与前面的显著性差异分析结果基本一致。本次研究对口译学习和口译教学、大规模口译测试评分以及对影响口译质量的因子研究均有一定的启发。
文摘This study explores the effects of the 4/3/2 technique on Chinese non-English majors' spoken English production by means of linguistic indices and performing indices. The findings provide further encouraging support that the 4/3/2 technique has some good effects on spoken English production, not only in oral fluency but also in linguistic accuracy, complexity, and appropriateness. The qualitative analyses indicate that omitting or reducing some information is the major strategy for the subject to fit the talk into reduced available time. In addition, pauses (including ah-phenomenon) and lexical repetitions are the major strategies adopted by the subjects to gain time for planning and they use relatively fewer verbal fillers (e.g. 'I mean', 'as you know'). This paper finally puts forward some pedagogical implications of the 4/3/2 technique in foreign language teaching.
