口译专业学生自主学习情况调查_.pdf

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ABSTRACT

Self-regulatedlearningplaysacrucialroleintherealmofinterpretingstudies.

Byindependentlyselectingsuitablelearningresourcesandmethods,studentscan

progressivelyupdatetheirknowledgeandskills,therebyenhancingtheircapacityto

tacklecomplexinterpretingtasks.This,inturn,laysarobustfoundationfortheir

developmentintoexceptionalinterpretingprofessionals.Nonetheless,comparedtothe

researchofself-regulatedlearninginotherlanguagelearningdomains,bothdomestic

andforeigninvestigationsregardingitsutilizationwithininterpretingstudiesremain

relativelylimited.

Inlightofthis,thisresearchendeavorwiththeobjectiveofexploringthecurrent

statusofself-regulatedlearningacrossthreedistinctphases:forethought,performance,

andself-reflection,amongstudentsspecializingininterpretingatGuangdong

UniversityofForeignStudies.Employingquestionnairesandinterviews,theresearch

designwasstructuredbasedonZimmerman’sCyclicalPhasesModelofSRL.

Theresearchparticipantscomprised120interpretationmajorsfromvarious

academiclevels,includingundergraduates,first-yeargraduatestudents,and

second-yeargraduatestudents.Thefindingsrevealedseveralkeyinsights:Firstly,

overall,thescoresofinterpretationmajorsatGuangdongUniversityofForeign

Studiesareatanabove-averagelevelintermsoftheirself-regulatedlearningin

variousaspects.Secondly,accordingtodata,second-yeargraduatestudentsexhibit

thehighestacademicproficiencyintheforethoughtphase,whereasundergraduates

excelledduringtheperformancephase,andfirst-yeargraduatestudentsscoreslightly

higherintheself-reflectionstage.Lastly,asstudentsprogressedthroughtheir

interpretationstudies,theirautonomyinlearningshowedacontinualstrengthening

trend,accompaniedbyanincreasinglydiverseandpersonalizedarrayoflearning

methodologies.

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