独立学院非英语专业学生英汉翻译中长句重组能力的个体差异研究.doc

宁波大学硕士学位论文 A Study on Individual Differences of Long Sentence Reconstruction Capabilities in English-Chinese Translation among Non-English Majors of the Independent College Abstract In recent years, the emphasis of second language teaching has gradually shifted from teaching process to learning process, and the effects of learner differences have drawn more and more attention home and abroad, mainly focusing on age, gender, affective factors, language proficiency, learning strategies, learning style, etc. Through great amounts of research, it is widely acknowledged that learner differences may well achieve different results in second language acquisition. Meanwhile, translation capability, as one of the aspects in SLA, has always received sustained attention in researches, among which the capability of long sentence reconstruction is an indispensible skill. In the theoretical framework of second language acquisition, the present study has investigated the individual differences of long sentence reconstruction capabilities in English-Chinese translation among non-English majors in independent colleges mainly from the aspects of different language proficiencies and gender differences, and intends to explore the differences of progress in long sentence reconstruction capabilities acquired with the same classroom instruction among different learners. The present study has been conducted through 20 weeks altogether. 120 juniors of non-English majors from Ningbo Institute of Technology, ZheJiang University, have been involved in the experiment. They are required to take two tests of English-Chinese long sentence translation respectively before and after the deliberately designed classroom instruction, which is focused on the skills of position shift and sentence-type conversion of clauses. Besides, they are also surveyed with a questionnaire which is about affective factors, including motivation, attitude and anxiety. The data are analyzed with the assistance of SPSS 19