昆明医科大学博士研究生口译学习需求、学习动机与自主学习时间的相关性

目的 探讨昆明医科大学博士研究生在口译学习过程中学习需求、学习动机与自主学习时间的相关性, 以期促进学生口译学习并优化我校医药方向的口译教学.方法 采取整群抽样法抽取昆明医科大学2015级和2016级共122名博士研究生为研究对象, 以问卷形式获取与分析相关的信息.结果 相关性分析结果显示, 口译学习需求数与自主学习时间无相关性 (rs=0.041, P=0.693) .口译学习动机与自主学习时间呈正相关关系 (rs=0.248, P=0.016) , 即学习的动机越强, 自主学习的时间越长.结论 口译学习动机与自主学习关系密切, 学习动机水平的高低决定自主学习能力的强弱, 反之, 自主学习也促进和增强学习动机;将学生口译学习需求作为课程设置的核心, 将增强英语语言能力作为课程的目标, 进一步优化课程内容和教学方法, 并更加注重口译实训.

Correlation of Learning Needs and Motivation of Interpreting with Autonomous Learning Time in PhD Students of Kunming Medical University

Objectives To explore how Ph D students' learning needs and motivation of interpreting are correlated with autonomous learning time, furthermore, how to facilitate their interpreting learning and optimize interpretation teaching in Kunming Medical University. Methods By cluster sampling, 122 Ph D students in Grades2015 and 2016 were chosen as objects with a questionnaire in this research. Results The correlation analysis reveals there is no correlation between interpreting learning needs and autonomous learning time (rs=0.041, P=0.693) . While the correlation analysis on interpreting learning motivation and autonomous learning time indicates the positive correlation (rs=0.248, P=0.016) . Conclusion There is a close relationship between learning motivation and autonomous learning. The level of learning motivation determines the ability of autonomous learning, whereas autonomous learning promotes and enhances students' learning motivation. In teaching interpretation, students' learning needs have to be regarded as the core element in the curriculum design, strengthening English language proficiency ought to be the teaching aim, course content and teaching approach need to be further optimized, and more interpretation practice should be assigned to students.