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自我调节学习理论视角下“实战英语口译”任务型教学模式探索

A Self-Regulated Learning Approach to Task-Based Teaching in Practical English Interpreting

Education Study / 2025,7(6): 664-669 / 2025-06-20 8 5

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• Authors: 唐爱军
• Information:

  上海外国语大学贤达经济人文学院，上海

• Keywords:
  Self-Regulated Learning (SRL); Interpreting instruction; Task-based teaching model; Controlled experiment
  自我调节学习（SRL）; 口译教学; 任务型教学模式; 对照实验
• Abstract: Self-Regulated Learning (SRL) Theory emphasizes learners’ active regulation of their own learning behaviors, encompassing goal setting, strategy selection, process monitoring, and self-evaluation. Zimmerman’s three-phase model provides a key framework for SRL, consisting of the forethought phase, the performance phase and the self-reflection phase. This paper explores the application of SRL in interpreting classes by analyzing the phases of task design, implementation, and reflection based on SRL, aiming to help students enhance language proficiency, adaptability, and collaboration skills through tasks. In the design phase, students set goals and choose strategies based on task difficulty. During implementation, they monitor and adjust their performance. In the reflection phase, self- and peer evaluations help them identify areas for improvement and refine their strategies. A small-scale controlled experiment (n=58) indicates that students in the experimental group, which adopted the SRL-guided task-based teaching model, significantly outperformed the control group in digital interpreting accuracy and strategic adaptability, and also demonstrated higher levels of engagement. The study confirms that a task-based teaching model informed by SRL theory can effectively promote the transfer of interpreting skills and the development of learner autonomy, offering a practical pedagogical framework for training application-oriented translation professionals. 自我调节学习（Self-Regulated Learning，SRL）理论强调学习者在学习过程中主动调控自己的学习行为，涵盖目标设定、策略选择、过程监控和自我评估等多个维度。Zimmerman的三阶段模型是该理论的重要框架，包括前期阶段（目标设定与策略选择）、表现阶段（自我监控与调节）和反思阶段（自我评估与反馈）。本文探讨了SRL应用于口译教学中的方法，分析在任务设计、任务实施和反思阶段如何与SRL模型的各个阶段相对应，帮助学生在实际任务中提高语言技能、应对能力和合作能力。在任务设计阶段，学生根据任务难度设定学习目标，选择学习策略；在任务实施阶段，学生通过自我监控和行为调整应对实际口译任务的挑战；在任务反思阶段，学生通过自我评估和同伴反馈发现问题并调整策略，提升效果。小规模对照实验（n=58）表明，采用该模式的实验组在数字口译准确率和策略适应性上显著优于传统教学组，且学习投入度明显提升。研究证实，SRL理论指导下的任务型教学能有效促进学生口译技能的迁移与自主学习能力的发展，为应用型翻译人才培养提供了可操作的教学范式。
• DOI: https://doi.org/10.35534/es.0706128
• Cite: 唐爱军．自我调节学习理论视角下“实战英语口译”任务型教学模式探索［J］．教育研讨，2025，7（6）：664-669．