普通院校英語(yǔ)專業(yè)本科口譯教學(xué)模式調(diào)查研究AbstractWiththedevelopmentofglobalization,theimportanceofEnglishinterpretingisbecomingincreasinglyobvious.However,theteachingmodeofEnglishinterpretinginundergraduateEnglishmajorinordinaryuniversitiesneedstobeimprovedurgently.ThispaperinvestigatestheteachingmodeofEnglishinterpretinginundergraduateEnglishmajorinordinaryuniversitiesthroughquestionnairesandinterviews,andanalyzestheproblemsofthetraditionalteachingmode.Furthermore,basedonthetheoreticalbasisofcommunicativelanguageteaching,task-basedlanguageteachingandcomprehensivelanguageteaching,thispaperputsforwardafeasibleandeffectiveteachingmodeofEnglishinterpretingfortheordinaryuniversities’undergraduateEnglishmajor.KeyWords:Englishinterpreting,undergraduateEnglishmajor,teachingmode,communicativelanguageteaching,task-basedlanguageteaching,comprehensivelanguageteaching摘要隨著全球化的發(fā)展，英語(yǔ)口譯的重要性日益顯著。然而，普通院校英語(yǔ)專業(yè)本科口譯教學(xué)模式急需改進(jìn)。本文通過(guò)問(wèn)卷調(diào)查、訪談?wù){(diào)研普通院校英語(yǔ)專業(yè)本科口譯教學(xué)模式，并分析了傳統(tǒng)教學(xué)模式存在的問(wèn)題。此外，依據(jù)交際語(yǔ)言教學(xué)、任務(wù)型語(yǔ)言教學(xué)和綜合語(yǔ)言教學(xué)的理論基礎(chǔ)，結(jié)合實(shí)際情況，提出了一種可行而有效的普通院校英語(yǔ)專業(yè)本科口譯教學(xué)模式。關(guān)鍵詞：英語(yǔ)口譯、英語(yǔ)專業(yè)本科生、教學(xué)模式、交際語(yǔ)言教學(xué)、任務(wù)型語(yǔ)言教學(xué)、綜合語(yǔ)言教學(xué)1IntroductionWiththeaccelerationofeconomicglobalization,internationalexchangesandcooperationarebecomingmoreandmorefrequent,whichalsobringsabouttheincreasingdemandforforeignlanguagetalents.English,asarepresentativeanddominantlanguageininternationalcommunication,hasbecomethemostimportantlanguageskillforforeignlanguagelearners.TheabilityofEnglishinterpretinghasbecomeacrucialabilitythatstudentsshouldhave,especiallyforEnglishmajors.Moreover,withtheincreasinginternationalexchanges,thetypesofinterpretingarebecomingmorediversified,suchassimultaneousinterpreting,consecutiveinterpreting,chuchotageinterpreting,anddialogueinterpreting,etc.Thetraditionalteachingmodeofinterpretingcannolongermeettherequirementsofthemarket.However,Englishinterpretingisnoteasytolearn,andtheteachingmodeofinterpretingiscomplex.Therefore,manystudentshaveagreatdealofdifficultyinlearninginterpreting.Inordertosolvetheseproblems,itisnecessarytoinvestigatetheteachingmodeofEnglishinterpretinginundergraduateEnglishmajorinordinaryuniversities,analyzetheproblemsexistinginthetraditionalteachingmode,andproposeafeasibleandeffectiveteachingmodeofEnglishinterpreting.2.InvestigatingtheteachingmodeofEnglishinterpretinginundergraduateEnglishmajorinordinaryuniversities2.1QuestionnairesurveyThequestionnairesurveywasconductedinauniversityinSouthernChina.Thesamplesurveywasconductedon75EnglishinterpretingstudentsintheEnglishDepartmentoftheuniversity,withthepurposeofunderstandingthecurrentsituationofEnglishinterpretingteaching.Thequestionnaireconsistsofsixparts:students'basicinformation,students'understandingofthestatusquoofEnglishinterpretingteaching,students'satisfactionwiththecurrentEnglishinterpretingteachingmode,students'evaluationofthequalityofEnglishinterpretingteaching,students'suggestionsforimprovingtheEnglishinterpretingteachingmode,andstudents'feedbackonthequestionnaires.2.2InterviewsurveyTheinterviewsurveywasconductedon10teacherswhohavebeenengagedinEnglishinterpretingteachinginundergraduateEnglishmajorinordinaryuniversities,withthepurposeofunderstandingthecurrentsituationofEnglishinterpretingteachingmodefromtheperspectiveofteachers.Theinterviewmainlyincludesfourparts:teachers’understandingofthecurrentsituationofEnglishinterpretingteaching,teachers’evaluationofthequalityofthecurrentEnglishinterpretingteachingmode,teachers’suggestionsforimprovingtheEnglishinterpretingteachingmode,andteachers’feedbackontheinterview.3.ProblemsofthetraditionalteachingmodeofEnglishinterpretingAccordingtothesurvey,thefollowingproblemsofthetraditionalteachingmodeofEnglishinterpretinginundergraduateEnglishmajorinordinaryuniversitiesaresummarized.(1)ThelackofpracticaltrainingEnglishinterpretinglearningisnotonlytheacquisitionofknowledgebutalsotheimprovementoflanguageskills.However,thetraditionalteachingmodeofEnglishinterpretinginundergraduateEnglishmajorinordinaryuniversitiespaysmoreattentiontotheoreticalknowledge,butlackspracticaltraining.PracticaltrainingisthekeytothesuccessofEnglishinterpretinglearning.(2)TheseparationbetweenknowledgeandpracticeThetraditionalteachingmodeofEnglishinterpretinginundergraduateEnglishmajorinordinaryuniversitiesseparatesknowledgefrompractice.Studentsaretaughtinterpretingknowledgeintheclassroom,buttheydonothaveopportunitiestopractice.Asaresult,theylackpracticalexperienceandtheirinterpretingabilitycannotbeimprovedeffectively.(3)ThelackofcreativityThetraditionalteachingmodeofEnglishinterpretinginundergraduateEnglishmajorinordinaryuniversitiesisrigidandlackscreativity.Thefocusisontheteachingofinterpretingknowledge,whileignoringtheabilityofstudentstointerpretindifferentsituationsflexibly.(4)TheoutdatedteachingmodeThetraditionalteachingmodeofEnglishinterpretinginundergraduateEnglishmajorinordinaryuniversitiesisoutofdate.Thefocusisontheteacher’slecture,whileignoringtheinteractionbetweenteachersandstudents.Moreover,thetraditionalteachingmodeofEnglishinterpretinginundergraduateEnglishmajorinordinaryuniversitiesisnotdynamic,cannotkeepupwiththepublicdemandofinterpretingskills,andcannotmeettherequirementsofthemarket.4.AfeasibleandeffectiveteachingmodeofEnglishinterpretingAccordingtotheaboveproblems,thispaperputsforwardafeasibleandeffectiveteachingmodeofEnglishinterpretingbasedonthetheoreticalbasisofcommunicativelanguageteaching,task-basedlanguageteachingandcomprehensivelanguageteaching.4.1CommunicativelanguageteachingCommunicativelanguageteachingisalanguageteachingmethodthatemphasizesthecommunicationandinteractionbetweenteachersandstudents.Thepurposeofcommunicativelanguageteachingistotrainstudents'communicativecompetence,toenablestudentstouselanguageeffectivelyandappropriatelyinvariouscommunicativesituations.CommunicativelanguageteachingissuitableforEnglishinterpretingteaching.TheteachingmodeofEnglishinterpretingbasedoncommunicativelanguageteachingischaracterizedbythecombinationoftheoryandpractice,thefocusoninteractionbetweenteachersandstudents,andtheemphasisonthecultivationofstudents'abilitytointerpretindifferentcommunicativesituations.(1)StrengthenpracticaltrainingThepracticaltrainingofEnglishinterpretingshouldbestrengthened.ThetraditionalteachingmodeofEnglishinterpretinginundergraduateEnglishmajorinordinaryuniversitieslackspracticaltraining,andstudentsneedtohavemoreopportunitiesforpracticaltraining.Teacherscanarrangedifferenttypesofinterpretingpractice,suchaschuchotageinterpreting,simultaneousinterpretingpractice,andconsecutiveinterpretingpractice,toenablestudentstohaveabetterunderstandingofdifferentinterpretingmodes.(2)IntegrateknowledgeandpracticeKnowledgeandpracticeshouldbecombinedintheteachingofEnglishinterpreting.Teacherscanintroducealargequantityofpracticalsituationsintheclassroom,encouragestudentstoengageinpracticalexercisesandreflectontheirinterpretingperformance,thusenablingstudents’understandingoftheknowledgetobepracticedindifferentsituations.(3)EnhancecreativityThetraditionalteachingmodeofEnglishinterpretinginundergraduateEnglishmajorinordinaryuniversitiesisrigid,lackingflexibilityandcreativity.Teacherscanguidestudentstointerpretindifferentsituations,andencouragestudents'creativityandcriticalthinkingnotonlyforinterpretationbutalsoforproblemsolvingindifferentsituations.4.2Task-basedlanguageteachingTask-basedlanguageteachingisalanguageteachingmethodthatemphasizeslearning-by-doing.Thepurposeoftask-basedlanguageteachingistoenablestudentstogainpracticalskillsthroughlearningbydoing,andenablestudentstounderstandtheknowledgethattheycanuseincertainpracticalsituations.Task-basedlanguageteachingissuitableforEnglishinterpretingteaching.TheteachingmodeofEnglishinterpretingbasedontask-basedlanguageteachingischaracterizedbytheuseoftask-basedlanguageteaching,wherestudents’abilityofEnglishinterpretingisimprovedbyengagingininterpretingtasks.(1)EngagestudentsininterpretingtasksInterpretationtaskscanbeusedintheclassroom.Byengagingininterpretationtasks,studentscanunderstandtheknowledgethattheycanuseincertainsituations,andimprovetheirabilityofEnglishinterpreting.(2)UseauthenticinterpretingmaterialTeacherscanuseauthenticinterpretingmaterialsintheclassroom,whichcanimprovethestudents’abilitytoadaptindifferentinterpretingsituations.AuthenticinterpretingmaterialsenablethestudentstounderstandthedifferencebetweenEnglishinterpretingandothertypesofinterpreting.4.3ComprehensivelanguageteachingComprehensivelanguageteachingemphasizesthecombinationoflanguageknowledgeandlanguageskills.Itisateachingmethodthatemphasizesthecoordinationandintegrationofreading,writing,speakingandlisteninginlanguageteaching.ComprehensivelanguageteachingissuitableforEnglishinterpretingteaching.TheteachingmodeofEnglishinterpretingbasedoncomprehensivelanguageteachingemphasizesthecomprehensivedevelopmentofstudents’languageability,aswellastheircommunicativeabilityandinterpretingability.(1)StrengthenthetrainingofintegratedlanguageabilitiesTeachersshouldstrengthenthetrainingofintegratedlanguageabilities,includinglanguagereadingandwritingabilitiesandlanguagelisteningandspeakingabilities,toenablestudentstohaveabetterunderstandingoftherelevantknowledgeofEnglishinterpretingandinterpretingpracticeindifferentsituations.(2)IntroducingsituationalteachingmethodTheEnglishinterpretingteachingbasedonsituationalteachingmethodcaneffectivelyimprovestudents’interpretingability.IntheteachingofEnglishinterpreting,teacherscanintegratesituationalteachingmet