二專學(xué)生翻譯實習(xí)

交互性語言教有用情況下，所有的參與者都要扮演一個角色（A，B或C）來練習(xí)各種不同的說話方式。下式相對應(yīng)的有文化背景的價值觀；它們本身也是幫助我們的策略。的說話方式提供了練習(xí)機會最后值得一提的是說話不要拐彎抹角不要不切，還有“是的，我們沒有香蕉了”也可以鍛煉我們多元化的技巧。區(qū)分不同說話方式的區(qū)曾寫道“哦是什么力量賜我們讓我們像旁人一樣看清自己”把班級分為若干個小組，每個小組有三個成員，ABCA成員和B成員兩人進行（他們可以作自我介紹，也可以就某個設(shè)計好的話題展開）C成員則開始觀察兩位同伴在交談過程中的現(xiàn)象（這些觀察者可以自己決定觀ABB己的話接著B成員向全班介紹A并復(fù)述A對自己的話（根據(jù)以往的經(jīng)驗A成員和B成員這個時候會開始自己之前說話時所遺漏、不足的地方，尤其是在雙向交流和單向交流方面的不足接著C員開始交流自己對于他們的的觀察果。最后，大家一起討論上述讓變成更容易理解的活插嘴活和白袍（誰？）走到布樓那里（什么東西？）去拿一桶撲來坡（什么東西？，？，“r“r參與者AB參與者A給我一個機就相應(yīng)的提一個問題并進行討論（若是對于英語水平有限的發(fā)言者需要準(zhǔn)備者之間必須有7秒的暫停。所有發(fā)言者都必須用另式復(fù)述前面一位的發(fā)言者，在每個組中，指定一個學(xué)生扮演的角色可以確保規(guī)則不破。（每隔為奮戰(zhàn)換一個），十后，全班聚到一起。每組請一位學(xué)生總結(jié)該組的觀點發(fā)展雙向和單向方式活結(jié)束有人稱此活“終結(jié)者在這個活動中參加者故意問封閉式問（例如“有什么動物或通過簡短的回答響（例如是/否來終結(jié)談話并當(dāng)A組成員和B的角色轉(zhuǎn)換那些習(xí)慣終結(jié)并的人會以一種夸張的方式分感受到自己行為而剛才提出問題的人則相在更嚴(yán)重的情況下所有參與者實行向的。把班級分為兩個小組，ABABABB（BAB繼續(xù)解答，添加，提問。這一活動的目的是練習(xí)雙向?；驇讉€討論的開放式問題和有爭議的問題有助于這個活動的進行例如“你如何把班級分為兩個小組，AB指導(dǎo)ABABB組成員必須回答的問題，補充的信息，并向A組成員提出有關(guān)聯(lián)的問題A參個人的自己的小組成員參與的規(guī)則阻礙了的主導(dǎo)地位。因此，這個練多文組，他們失去將繼續(xù)提問的機會。組的成員才能發(fā)第二次言。第一支得分達到組員數(shù)量+5做的這些技能需要者將注意力集中在發(fā)言者的輸入而不是對者的（該技術(shù)獲得的文化信息和作為發(fā)展跨文化的理解過程的有用性由進一步闡述1985年：第六章）1.A成員，即者，以開放式的問題開始提問“ 的感覺怎么樣2.B3.A成員要求進一步闡述：例如“你所說 是什么意思一般持續(xù)十或更久，這取決于班級的水平 針對多樣化的結(jié)構(gòu)活說話不要拐彎抹“你的是什么？”把班級分為兩個小組，AB教師/學(xué)生將短文分發(fā)至A組其中包含了第四句的要求例如“我最近已想看，這個星期六晚上怎么樣？”ABB組成員直接改述它，并在句子結(jié)構(gòu)上將重點放面。例如“你的意思是：去看星期六，一起去有空嗎？”不要不切過說“是”或“否”來回答問題，練習(xí)用婉轉(zhuǎn)的方式別人。ABAB這個練習(xí)可以鍛煉那些難以理解用英語特殊疑問句和否定的疑問句。（作為教師，這樣的教學(xué)我們沒有，是嗎？是的，我們當(dāng)然沒有）“現(xiàn)在試圖愚弄對方。他們可以提出疑問，是真實的，或者他們知道是。學(xué)活動可以繼續(xù)用“be”結(jié)論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(fā)/r.”Apassagewithseveralwordscontainingl’sandr’swouldbechosen.Participantswouldbeinstructedtoshout“Excuseme!”eachtimetheyheardan“l(fā).”Acorrectinterruptionwouldincreasetheirteam’sscore.However,anincorrectinterruption(whenno“l(fā)”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