多媒体技术的应用对英语口译教学的影响Impacts on the Application of Multimedia Technology in English Interpreting Teaching.doc

毕业设计（论文）impacts on the application of multimedia technology in english interpreting teaching -a study of english major students of cqust多媒体技术的应用对英语口译教学的影响 -以重庆科技学院英语专业学生为例 学 院 外国语学院 专业班级 英语 学生姓名 学号 指导教师 职称 评阅教师 职称 重庆科技学院本科生毕业论文 acknowledgementacknowledgementi have received innumerable help from many teachers during my four-year-study in the foreign language department of chongqing university of science and technology. i wound like to express my sincere gratitude to all of my teachers.first, my earnest thanks go to my supervisor, li xi, who has given valuable suggestions and constant guidance on my paper. his patience and timely encouragements are worthy of high acknowledgement.second, i wound like to extend my heartfelt gratitude to all the teachers who guided my life, illuminating the road of the life headway.my thanks should be extended to my friends and classmates. they have helped me a lot during my learning process and offered me a lot of advices during the paper writing.finally, my special love would go to my beloved family for their loving considerations and great confidence in me all though these yearsi重庆科技学院本科生毕业论文 abstractabstractbecause of the lack of foreign language learning environment, the application of multimedia technology, among all the teaching methods, in english interpreting teaching has received great popularity and reorganization. there is no doubt that the application of multimedia technology in english interpreting teaching has created a good environment for english interpreting. it has played a positive role in increasing students opportunities of using english and arising students study enthusiasm. in fact, teachers making full use of multimedia technology have greatly improved the quality of english interpreting teaching. but at the same time, the application of multimedia technology in english interpreting teaching also has several defects and shortcomings such as replacing human-instill study with machine-instill study, playing too fast and too much information. this study, on the basis of researching previous studies, will make a specific exploration on the characteristics of multimedia technology, the advantages and disadvantages of multimedia teaching in english interpreting teaching, and the ways we correctly treat and use multimedia technology by questionnaires and interviews. the author has found that because of the lack of foreign language learning environment, the application of multimedia technology in english interpreting teaching has received great popularity and reorganization. there is no doubt that the application of multimedia technology in english interpreting teaching has created a good environment for english interpreting. it has played a positive role in increasing students opportunities of using english and arising students study enthusiasm. in fact, teachers making full use of multimedia technology have greatly improved the quality of english interpreting teaching. but at the same time, the application of multimedia technology in english interpreting teaching also has several defects and shortcomings such as showy but not substantial, following the beaten track and attending to one thing but losing another. so, in the multimedia teaching, teachers and students should make full use of the multimedia technology to receive positive effects.key words: multimedia technology english interpreting teaching impactsii重庆科技学院本科生毕业论文 中文摘要摘要由于缺乏外语语言学习环境，在众多的教学手段和方法中，多媒体教学技术在英语口译课堂上的应用受到了极大地追捧和认可。无疑，多媒体技术在英语口译教学中的应用对于创造良好的口译环境，增加学生使用外语的机会，调动学生的学习积极性等方面起到了极大地促进作用。实践证明，教师充分利用多媒体技术极大地提高了英语口译课的质量。但同时，多媒体技术在口译教学中的应用也存在着把“人灌”换成“机灌”，播放速度过快，信息量滥而不精等诸多缺陷和不足。本文中，作者大量的研究和借鉴了前人的相关研究，并在此基础之上，进行了相应的调查和访谈，在综合了各方面信息之后，笔者发现，多媒体教学在英语口译教学中的应用既有其有利的一面，创造了全新而又真实的英语口语学习环境，扩大了教学时空，极大的促进了英语口语教学的效率和质量，提高了学生的任职能力。同时又不可避免的存在着诸如把多媒体教学课上成单纯的课件播放课程，过量信息造成学生课堂迷失以及限制了学生思维等诸多问题。因此，在多媒体课件在英语口译课堂的应用当中，教师和学生应该做到趋利避害，以期最大程度的发挥多媒体教学的积极作用。关键词：多媒体技术 英语口译教学 影响iii重庆科技学院本科生毕业论文 table of contenttable of contentsacknowledgement. iabstract.ii中文摘要.iii chapter one introduction.1chapter two literature review.2chapter three multimedia technology.53.1 the definition of multimedia technology.53.2 current situation in english major of cqust.53.3 comparison between multimedia teaching and traditional teaching.6chapter four english interpreting teaching.74.1 the definition of interpreting.74.2 the process of interpreting.74.3 english interpreting teaching.7chapter five impacts on the application of multimedia technology in english interpreting teaching.95.1 principles and theories for basis.95.2 advantages of the application of multimedia technology in english interpreting teaching.105.2.1 created good environment for english interpreting teaching.105.2.2 improved teaching and learning efficiency.115.2.3 expanded learning places and times.115.2.4 promoted the construction of cognitive schemata. .125.3 disadvantages of the application of multimedia technology in english interpreting teaching.125.3.1 changed english interpreting class into a courseware show class.125.3.2 information overload caused students lost.135.3.3 limited space for further thinking.13chapter six conclusion . 146.1 teachers need to enrich themselves from various aspects.146.2 students comprehensive understanding of the multimedia technology need to be enhanced.146.3 the relationship between teachers, students and multimedia should be coordinated.14bibliography.16重庆科技学院本科生毕业论文 chapter one introductionchapter one introductionwith more and more contact between countries and cultures, the demand of language communication has become stronger and stronger. english interpreting has played an increasingly significant role in cross-culture communications. english major of universities, as the cradle of cultivating interpreters, has been continuously improving the education mode. the use of multimedia technology in english interpreting teaching comprehensively break traditional interpreting teaching mode by creating a interactive environment of vision, listening and interpreting. however, there are no absolute advantages (yu xiaoli, 2010).interpreting is a complex dynamic communication activity. it asks for a good ability of listening, speaking, reading, writing and translation. multimedia technology in teaching has combined with many elements such as voice, images and text, which bring about a historic breakthrough compared with traditional teaching mode. meanwhile, there are also problems need to be resolved in the process of using multimedia technology in english interpreting teaching (han yuping, 2008).there is no doubt that multimedia technology will be used in english interpreting class. in fact, with the rapid development of modern education technology, the application of multimedia technology in english interpreting teaching will surely become the main direction of english interpreting education. for teachers in a new time, to understand and grasp multimedia technology is extremely important. in current situations, lots of schools have done valuable attempts and researches on the application of multimedia technology in english interpreting teaching, and make some undoubtedly achievements. but we have to admit that multimedia teaching is still in a childish stage. there are still pitfalls and inadequate in many aspects. in this paper, the author explore the general situation of the application of multimedia technology in english interpreting teaching, and figure out what effects does it have in english interpreting teaching. 16重庆科技学院本科生毕业论文 chapter two literature reviewchapter two literature reviewowing to the great attention of the application of multimedia technology in english interpreting teaching, researchers and experts both at home and abroad have published their writings and articles about this kind of topic. the following are some of their discussion and arguments.for researchers at home, there are some ideas of them.qiu xiaoqin(2011) has given three principles in her study when come to the question of how to use multimedia technology rightly during teaching. she said that the application of multimedia technology in teaching will be a trend in the near future with the development and improvement of modern science and technology. without doubt, the application of multimedia technology in english interpreting teaching will receive more and more attention from teachers and will be widely accepted and used. however, the following issue is how to use it properly to improve teaching quality. in her study, she comes up with three principles to judge that whether the multimedia teaching has been used properly and played a positive role in teaching. the first principle is applicability. traditional teaching is such a boring way of teaching with just a piece of chalk, a book, a mouth and a blackboard. the amount of knowledge that traditional class can offer is really small. but multimedia technology gives a big change. with voice, text, audio and video, multimedia teaching offers a totally fresh experience, which greatly simulates students interests of learning.the second principle is appropriateness. she argued that teachers shouldnt use multimedia indiscriminately though the means of multimedia is really much. she wishes teachers could use it when it can mobilize students enthusiasm and when it can make up for teachers quality deficiency.for the third principle, she mentioned defined amount. though multimedia teaching brings us a lot of advantages, it doesnt mean the more the better. it is just an assist means of teaching. shen huimin(2008), has studied the theoretical basis of multimedia teaching. in her study, she figures out three theoretical bases for multimedia teaching. they are constructivism, language acquisition theories and cognitive psychology theory.constructivism is first come up with by a famous psychologist named j.piaget. in his theory he thinks that learning is the process of getting knowledge. in certain situations, learners get knowledge through the construction of sense with the help of teachers and study partners and necessary learning materials. he insists that learning must be students-centered. students are the constructors of knowledge. multimedia teaching makes it possible to learn individually and to learn man-machine interactively. learners can choose their own learning materials according to their own interests and ability. that is exactly what “constructivism” advocates.“input hypothesis” by krashen holds the view that language acquisition can only be finished by understanding information. learners need comprehensive input to grab a language. multimedia teaching makes it possible for learners to finish comprehensive input, which will surely become the precondition of learning a language.cognitive psychology theory considers that the existing knowledge of students has a decisive effect on the new knowledge. so, teaching and learning is not a simple process of transfer knowledge. it is a process of students gaining knowledge actively. teachers need to create a good environment of learning, which could simulate students motivation of learning. multimedia teaching is rightly a way to offer students various media and learning mode to simulate students enthusiasm. by offering a large number of information input with interesting forms, multimedia teaching can largely improve the accomplishment of language learning.jin song (2011), from northwest university for nationalities, has studied on this issue. in his study, he mentioned that the application of multimedia technology in english interpreting teaching make it possible for teachers to add pictures, voices and videos in the process of teaching, which has rapidly improved the environment of english interpreting learning. besides, the application of multimedia technology in english interpreting teaching has largely stimulate students hearing and vision, which greatly increase students interests of learning english interpreting. liu xiaojie (2012), another researcher from tianjin marine vocational college, gives her opinion that the application of multimedia technology to english interpreting teaching has brought great changes and vitality to interpreting class. the use of multimedia technology in english interpreting teaching has broken the traditional teaching mode and teaching concept, which create a new teaching model for better interpreter training. moreover, the application of multimedia technology has provided students with a real language environment and a wide range of language material, which vividly display the characteristic of english interpretation which means immediacy. also, researchers from abroad have done their own homework. so the author has searched some connected studies, such as teaching and researching computer-assisted language learning by beatty, k (2005) and multimedia in english teaching by wolf, richard (2000). the paper of beatty, k (2005) has answered the question of how to deal with language learning under computer-assisted conditions, which will further help the author of this paper with some valuable impacts on the application of multimedia technology in english interpreting teaching. in fact, the majority of his ideas can be used in english interpreting teaching for english learning is a big part of language learning. so, when beatty, k has answered the question of how to deal with language learning under computer-assisted conditions, he has answered the question of how to deal with english interpreting learning under computer-assisted conditions as well.and wolf, richard (2000), although doesnt focus on english interpreting teaching, has supplied a research on multimedia in english teaching, which gives the author of this paper a higher stage to scan the impacts on the application of multimedia technology in a detailed branch of english teaching, that is english interpreting teaching. from the whole world named english teaching to a vivid point called english interpreting teaching, wolf, richard (2000) make the author figure out a new process of doing this research. they do help a lot in the study.there is also another foreign researcher whose name is gile, d. in his paper, basic concepts and models for interpreter and translator training, he mentioned some basic concepts and models for interpreting and translator training, which could become the judging principles for english interpreting teaching. what english interpreting class does is to cultivate english interpreter and to offer english interpreting training. so when gile, d finds out the basic concepts and models for interpreting and translator training, he also founds some basic concepts and models for english interpreting teaching.all these foreign reseachers has done a great job in the area of english interpreting teaching. and all their jobs are very valuable for the author to finish his paper.重庆科技学院本科生毕业论文 chapter three multimedia technologychapter three multimedia technology3.1 the definition of multimedia technologymultimedia technology is the abbreviation of computer technology. it refers to the process of computer dealing with all kinds of media information (such as text, data, graphics, image, audio and video, etc) in order to set up logical connections among all kinds of media. by doing this, it will integrate a system with interactivity, in which the effectiveness of those media is much bigger than the total of using them alone (han yuping, 2008). the multimedia technology that mentioned in this paper refers to multimedia classroom, language lab, campus network, etc, which regard computer as its core. the multimedia technology can simulate real site through the optimized combination and application of sound, image, animation, music, color, etc, to spark students interests and make the teaching more visual and vivid (chen guoxing, 2005). 3.2 different views among english major of cqusttable 3-1contentspercentage1，teachers use multimedia technology in class100%2，multimedia teaching is better than traditional teaching96% saving board-writing time92% improving students study enthusiasm 86% increase information in class92%3，multimedia teaching has disadvantages72% showing too fast to take notes96% too much information80% courseware is the simple copy of books72% limited space for further thinking94%the author has done a research among 50 english major students of cqust. according to table 3-1, the percentage of teachers using multimedia technology in their classes is as high as 100. obviously, multimedia technology has been widely used in the english interpreting class by teachers. in the research, 96% students hold the view that multimedia teaching is better than traditional teaching. most students think that multimedia teaching is much more interesting than traditional ones. h