该研究参照“从扶到放”的阶梯式任务链关照心理图式演进的特征,以口译教学研究的认知心理学为基础,结合教学实践,在实验班通过限定交替传译模拟任务类别的复杂程度,开展逐渐减少支持力度的学习任务链,并在对照班开展传统的基于主题式模拟任务操练。问卷调查和口译测试结果表明,从扶到放的阶梯式任务链创造了更多的相关认知负荷,能够激发学习者投入更多有意义的学习时间,并显著提升学习参与度。该研究证实了基于简化条件辅以锯齿状指导的阶梯式任务链可以促进交替传译中的有效心理加工。

Referring to the scaffolding training task chains which facilitate the evolution of psychological schema and basing the theory on the cognitive psychology rationale of interpretation teaching, this study did a quasi-experiment combined with instructional practice. In the experimental class, the instructor carried out a scaffolding training program with saw-tooth pattern of support based on defining the complexities of simulated interpreting task classes. The control class were trained according to the traditional subject-based simulated task. Feedback from questionnaires and interpretation tests showed that the scaffolding training task chains created more germane cognitive load, stimulated learners to invest more meaningful learning time, and significantly improved learning engagement. This study indicated that scaffolding training task chains based on the simplifying conditions can promote effective mental processing in consecutive interpreting.