二专学生翻译实习

交互性语言教有用情况下，所有的参与者都要扮演一个角色（A，B或C）来练习各种不同的说话方式。下式相对应的有文化背景的价值观；它们本身也是帮助我们的策略。的说话方式提供了练习机会最后值得一提的是说话不要拐弯抹角不要不切，还有“是的，我们没有香蕉了”也可以锻炼我们多元化的技巧。区分不同说话方式的区曾写道“哦是什么力量赐我们让我们像旁人一样看清自己”把班级分为若干个小组，每个小组有三个成员，ABCA成员和B成员两人进行（他们可以作自我介绍，也可以就某个设计好的话题展开）C成员则开始观察两位同伴在交谈过程中的现象（这些观察者可以自己决定观ABB己的话接着B成员向全班介绍A并复述A对自己的话（根据以往的经验A成员和B成员这个时候会开始自己之前说话时所遗漏、不足的地方，尤其是在双向交流和单向交流方面的不足接着C员开始交流自己对于他们的的观察果。最后，大家一起讨论上述让变成更容易理解的活插嘴活和白袍（谁？）走到布楼那里（什么东西？）去拿一桶扑来坡（什么东西？，？，“r“r参与者AB参与者A给我一个机就相应的提一个问题并进行讨论（若是对于英语水平有限的发言者需要准备者之间必须有7秒的暂停。所有发言者都必须用另式复述前面一位的发言者，在每个组中，指定一个学生扮演的角色可以确保规则不破。（每隔为奋战换一个），十后，全班聚到一起。每组请一位学生总结该组的观点发展双向和单向方式活结束有人称此活“终结者在这个活动中参加者故意问封闭式问（例如“有什么动物或通过简短的回答响（例如是/否来终结谈话并当A组成员和B的角色转换那些习惯终结并的人会以一种夸张的方式分感受到自己行为而刚才提出问题的人则相在更严重的情况下所有参与者实行向的。把班级分为两个小组，ABABABB（BAB继续解答，添加，提问。这一活动的目的是练习双向。或几个讨论的开放式问题和有争议的问题有助于这个活动的进行例如“你如何把班级分为两个小组，AB指导ABABB组成员必须回答的问题，补充的信息，并向A组成员提出有关联的问题A参个人的自己的小组成员参与的规则阻碍了的主导地位。因此，这个练多文组，他们失去将继续提问的机会。组的成员才能发第二次言。第一支得分达到组员数量+5做的这些技能需要者将注意力集中在发言者的输入而不是对者的（该技术获得的文化信息和作为发展跨文化的理解过程的有用性由进一步阐述1985年：第六章）1.A成员，即者，以开放式的问题开始提问“ 的感觉怎么样2.B3.A成员要求进一步阐述：例如“你所说 是什么意思一般持续十或更久，这取决于班级的水平 针对多样化的结构活说话不要拐弯抹“你的是什么？”把班级分为两个小组，AB教师/学生将短文分发至A组其中包含了第四句的要求例如“我最近已想看，这个星期六晚上怎么样？”ABB组成员直接改述它，并在句子结构上将重点放面。例如“你的意思是：去看星期六，一起去有空吗？”不要不切过说“是”或“否”来回答问题，练习用婉转的方式别人。ABAB这个练习可以锻炼那些难以理解用英语特殊疑问句和否定的疑问句。（作为教师，这样的教学我们没有，是吗？是的，我们当然没有）“现在试图愚弄对方。他们可以提出疑问，是真实的，或者他们知道是。学活动可以继续用“be”结论1978 ctiveLanguageTeaching:CulturallySpeechWilgaUsefulTheactivitiesthatfollowareexamplesofusefulstrategiesfordevelodiverseinctionskills.Theyareinnowayexhaustive.Manyofthestrategiesweredevelopedbystudentsincross-culturalcommunicationclassesattheUniversityofCalifornia.Theyareintendedforusewithinculturallyhomogeneousgroups(suchasforeign-languageclasses)orwithinculturallypluralisticgroups(asinEnglishclassesinEnglishspeakingcountriesorinterculturaltrainingsessions).Optimally,allparticipantsyeachrole(A,B,orC)atsometimetopracticeavarietyofspeechstyles.Thesomewhatfacetioustitlesorcommentsthatfollowareremindersoftheculture-boundvaluesthatareoftenattachedtothesestyles;theyare,inthemselves,mnemonicstrategies.Thefirststrategy,Monitor(1),isaimedatidentifyinggeneraldifferencesinspeechstyles.Theinterruptinggame(2),DidIhearyoucorrectly?(3),andGivemeachance(4)areaimedatmakinginputcomprehensibleforbothspeakersandlisteners.Killtheconversation(5),keeptheconversationgoing(6),Equalparticipation(7),andthegoodlisteners(8)providepracticeinreciprocalandnonreciprocalspeechstyles.Finally,Don’tbeataroundthebush(9),Don’tbesoblunt(10),and“Yes,wehavenobananas”(11)developskillsindiverseconversationstructures.IdentifyinggeneraldifferencesinspeechRobertBurnsoncewrote,“OwadsomePow’rthegiftiegieus/Toseeourselsasothersseeus!”Thisactivityisaimedatdeveloanawarenessofdifferentfactorsinspeechstylesandhowwejudgethespeechactsofothers.Itisagoodactivityforintroducingstudentstodiversityinspeechstyles.DividetheclassintothirdsandlabelthemA,B,andInstructtheA’sandB’stopairoffandbeginaconversation.(Theymayintroducethemselvesorspeakonadesignatedtopic.)PrivayinstructtheCgrouptoobservesfactorsineachpartner’sspeechstyle.(Theseobservationsmaybe“open”toseewhatparticipantsnoticeontheirown,ortheymaybe“cued”byprovidinganobservationsheet,basedonfactorssuchasthosedescribedatthebeginningofthischapter.)Afterfiveminutes,theentiregroupcomestogether.EachpartnerAintroducespartnerBtotheclassandparaphraseseverythingheorshehasheard.ThenpartnerBdoesthewithregardtoA.(Throughthisexperience,partnerAandBbegintorealizesomedimensionsoftheirownspeech,especiallywithrespecttoreciprocal/nonreciprocalfactors.)ThentheC’smakeobservationsabouttheconversations.Discussionfollowsinwhichthefactorsinspeechstylesthathaveemergedaresummarizedandextended.ActivitiesformakingspeechTHEINTERRUPTINGSilenceisnotalwaysgolden!Thisactivityaccustomslistenerstoaskforclarification.Throughlivelyteamcompetition,participantspracticeinterruptingthespeakerinapurposefulway.Atthesametime,participantsmaypractice prehensionskillsfocusingonparticularlinguisticgoals.DividetheclassintotwoReadtotheclasspassagecontainingacertainnumberofnonsensewords.Eachtimeanonsensewordisheard,someonemustinterruptyouandasktheappropriateWh-question:Who?Where?What?Why?When?Rules:Anyonecaninterruptatanytime.Thefirst tointerruptwiththecorrectquestionscoresapointforhisorherteam.Theteamwiththemostpointsattheendofthepassagewins.ExampleofapassagewithnonsenseJackandbilper[Who?]wentuptheburle[What?]tofetchapailofplepods[What?Jackfellderge[Where?]andbrokehishern[What?],andJillcametumblingbimper[When?Where?].Note:Thelinguisticgoaloftheexercisemayvary.Forexample,thegoalcouldbeauditorydiscriminationoftheminimalpair“l/r.”Apassagewithseveralwordscontainingl’sandr’swouldbechosen.Participantswouldbeinstructedtoshout“Excuseme!”eachtimetheyheardan“l.”Acorrectinterruptionwouldincreasetheirteam’sscore.However,anincorrectinterruption(whenno“l”waspresentintheword)woulddecreasetheirteam’sscore.Thegamecouldbereyed,thistimewithinterruptionsbasedon“r.”DIDIHEARYOUWehaveallheardthecliché“Nonesoblindasthosethatwillnotsee.”Wemayextrapolateto“Nonesodeafasthosethatwillnothear!”Thisisasimpleexerciseinparaphrasingtocheckone’sowncomprehension.ParticipantswritedownaparagraphextendinganinvitationrelatedtoaspecificForexample,theyinvitesomeonetovisitthemtoworkonaparticularprojectintheirPartnerAinvitespartnerPartnerBcheckshisorherowncomprehensionbyrephrasingwhatpartnerAhassaid(e.g.,“Youmeanyouwouldlikemeto...?”).PartnerAconfirmstheinvitationorrestatesitifithasbeenGIVEMEATimeoutforlistening!ThisisanexerciseinpausingandresponsivenesstowhatothershavePoseaquestionregardinganappropriatetopic.(WithlimitedEnglishspeakers,atwo-pagereadingrelatedtoacontroversialissuemaybeprovided.Inthisway,studentswillhaveacommonbackgroundfordiscussionatthebeginningofacourse.DividetheclassintogroupsofthreeorRules:Noonemayspeakasecondtimeuntileveryoneinthegrouphasspokenonce.Theremustbeapauseofsevensecondsbetweenspeakers.Allspeakersmustreferinsomewaytowhatapreviousspeakershassaid.Assigntheroleoffacilitatortoonestudentineachgroup,Thefacilitatorensuresthattherulesarenotbroken.(Rotatethefacilitatoreveryfiveminutes.)Afterfifteenminutes,theclasscomestogether.Someonefromeachgroupsummarizesthegroup’sopinions.ActivitiesfordeveloreciprocalandnonreciprocalKILLTHESomehavecalledthisactivity“thekillingconversation.”Inthisgame,participantsdeliberaykilltheconversationbyaskingclosedquestions(e.g.,“Doyouhaveanyanimals”)orbyrespondingwithshortanswers(e.g.,yes/no)andlongsilences.WhentherolesofpartnersAandBareswitched,thoseaccustomedtokillingaconversationwithsilenceseetheirownbehaviorinanexaggeratedform.Conversely,thoseaccustomedtoinitiating(orhogging)theconversationpracticeanexaggeratedformofkeequiet.Inamoreseriousvein,allparticipantspracticenonreciprocalspeech.Instructstudentstowritedownfiveshort,unrelatedquestionstoaskdifferentpeopleintheroom.“Closed”questionsthatrequestresponsestoyes/noorWh-questionsareparticularlyappropriate.Writtenquestionsincreasetheactivity’ssuccessfornonnativespeakersbyensuringtheyhavesomethingtosay.However,writtenquestionsarenotnecessaryfornativespeakersofthelanguage.Dividetheclassintotwogroups,AandInstructtheA’sandB’stoformPartnerAaskseachoftheunrelatedquestionsofpartnerPartnerBrespondswithasshortanansweraspossible.(PartnerBmaynotgiveanyadditionalinformationoraskaquestioninreturn.)ThegroupdiscusseshowtheyfeltwhileactingaspartnerAandpartnerThisistypicalcalled“conversationAmericanstyle.”Somestudentsoftenrefertoitas“thethreeA’sofconversation:answer,add,andask.”Theaimofthisactivityistopracticereciprocalspeech.Instructstudentstowritedownonequestiontoasksomeoneintheroom.Alternatively,thegrouporinstructormaynominateatopicortopicsfordiscussion.Open-endedquestionsandcontroversialissuesfacilitatethisactivity:forexample,“Whatisyouropinionaboutpeoplelivingtogetherbeforemarriage?”DividedtheclassintogroupsAandInstructtheA’sandB’stoformPartnerAaddressesaquestionofpartnerPartnerBmustanswerthequestion,addsomemoreinformation,andaskarelatedquestionofpartnerA.PartnerAthenanswers,adds,andasks,andsoThegroupdiscusseswhattheylearnedabouteachotherandcontraststhewaytheyfeltinthisactivitytohowtheyfeltinthepreviousactivity.EQUALThisactivityalsodevelopsskillsinreciprocalspeechstyles.Itinhibits“conversationhogs”aswellas“conversationunderdogs.”Thecompetitionbetweendifferentteamsdiscouragessilenceinordertowinpointsforone’steam.However,theruleofequalparticipationamongmemberofone’sownteamdiscouragesconversationdominance.Assuch,itisaparticularlyusefulexerciseforaculturallypluralisticgroup.Assignareadingorprovideashorthandoutonacurrentcontroversialtopic,forexample,”Doyouthinkabortionshouldbelegal?Why?”Dividetheclassintotwoteams.Theinstructor/studentfacilitatorbeginsbyaskingoneteamtheinitialquestiononly.Anyonefromtheteammayanswer,andthenposearelatedquestiontotheopposingteam.Fromthenon,theteamsrespondalternayunlesstheylosetheirturnthroughsilence.Rules:Ateammemberwhosuccessfullyanswersaquestionandthenasksanewquestionscoresapointfortheteam.However,anysilenceoffivesecondsormoreresultsinapointfortheopposingteam.Nomemberofagiventeammayspeakasecondtimeuntilonthatteamhasspokenonce.Thefirstteamtoreachxpointwins.(Xisthenumberofstudentsonagiventeam+5.)THEGOODThisactivitycouldalsobecalled“the”or“ethnographer,”becausetheskillsdevelopedaresimilartothoseneededintheseoccupations.Theseskillsrequirethelistenertofocusattentiononthespeaker’sinputratherthanonthelistener’sinput;toaskafew,open-endedquestions;tocontinuallyprobethespeaker’sresponsesforelaboration;andtoseekinidentifythespeaker’sfeelingsaswellasthoughts.Whatresultsisaninterviewratherthanconversation.Theinterviewgenerallyinitiatesmostofthequestions,althoughtheyalwaysderivefromwhatthespeakerhasjustsaid.Theactivityillustratesthepositiveusesofnonreciprocalspeech.(Theusefulnessofthistechniqueinobtainingculturalinformationandasaprocessfordevelocross-culturalunderstandingiselaboratedinRobinson1985:chap.6.)PartnerA,theinterviewer,beginswithanopen-endedgeneralquestion:“HowdoesitfeelPartnerBPartnerAasksforfurtherelaboration:forexample,“WhatdoyoumeanTheinterviewcontinuesforfifteenminutesormore,dependingontheleveloftheTheinterviewerswritedownasummary,includingwhattheylearnedaboutthespeaker’sculture;whattheylearnedaboutthespeaker ally;whattheyhadincommonwiththespeaker;whattheylearnedaboutthemselvesandabouttheirowncommunicationstyle.Ifthe sinterviewedareintheclass,theytoomaywriteasummaryofhowtheyfeltduringtheinterview.ActivitiesfordiversifyingconversationThisactivityisaimedatstructuringinformationdirectly,orgettingrighttothepoint.Somestudentshavecalledit“What’syourbottomline?”TheclassisdividedintoA’sandTheinstructor/facilitatordistributesashortparagraphtotheA’s,whichcontainsarequestinthesentence:forexample,“I’vebeenworkingalotlay.There’stoomuchandnotenoughtimetorelax.Whatdoyouliketodoinyourtime?Perhapsyou’dliketogotothemoviessometimes-maybethisSaturdaynight?”PartnerAreadstheparagraphaloud,makingtherequestofpartnerPartnerBrephrasesitdirectly,structuringtheparagraphsothatthemainpointcomesfirst.Forexample,“Doyoumean:WouldIliketogotothemovieSaturday?”DON’TBESOThisactivityissimplythereverseoftheprecedingone.Participantspracticeindirectwaysofstructuringconversation.Inparticular,studentspracticeindirectrefusalsbyavoidingyes/noresponses.Studentswritedownadirectrequest,beginningwith“Willyou...?”Followedbyonesentenceofexnations.Forexample:“Willyoulendmeyourcar?Ihaveanimportanterrandtoruntoday.”TheclassisdividedintopartnerAandPartnerAmakesadirectrequest,suchastheoneinstep(1).PartnerBrespondsindirectly,exiningthecircumstancesandreplyinginthethirdsentencewithoutusingthewordsyesorno.Forexample:“Ihavebeenverybusylaytoo.SometimesIdon’tusemycarintheafternoon.However,Iwillbeusingittoday.”“YES,WEHAVENOThisexerciseprovidespracticeforthosewhohavedifficultlywithtagquestionsandnegativequestionsinEnglish.(Asteachers,wedon’thavedifficultyteachingthis,dowe?Yes,ofcoursewedon’t!)TheclassstandsupandformsaThrowaballtoastudentandask,“Youdon’thaveaball,doyou?”Thestudentwiththeballmustrespond,“Yes,Ido.”Thestudentwiththeballthrowsittoanotherclassmateacrossthecircle,askingthesamequestion,untilallhavepr