A Study Of The Relationship Between Second Language Learning Strategies Theory And Interpreting Learning At Elementary Level

Following the trend of interdisciplinary study in interpreting research, more and more scholars began to carry out interpreting researches by employing relevant theories and methodologies of linguistics, psycholinguistics, cognitive linguistics, sociology and so on. The paper ventures to explore an area of mutual interest to both L2 learning strategies theory and elementary interpreting research in undergraduate program, aiming to investigate the relationship between interpreting learning strategies and interpreting achievement at elementary level and discuss about the practical problems in elementary interpreting learning in regional universities . It is hoped that the study will be able to shed light on the interpretation teaching and learning in regional colleges and universities.Based on Wen's English learning strategies theory, the paper put forward a theoretical assumption of learning strategies system model in interpreting learning for this study, including management strategies and learning strategies/skills in elementary interpreting learning. The study was carried out within the range of consecutive interpreting learning with both quantitative and qualitative methods.Taking the 85 English majors who are studying elementary interpreting course in Guangxi University as the subject, two questions are addressed: 1) If the relations among interpreting beliefs, strategies and interpreting scores are significant, how do the beliefs and strategies positively influence the student's interpretation behavior?2) What are the differences between the high-scored students and low-scored students on the application of interpreting beliefs and strategies? In the first study, questionnaires were used to collect data from the subjects (they had learned consecutive interpretation for one year and they are still in elementary learning) and the data were analyzed by using statistical software of SPSS 11.0 to figure out the impacts of interpreting beliefs and strategies on interpreting achievements. In the second study, the case study, two high-scored students and two low-scored students were chosen as the subject to be interviewed twice individually. Finally the study indicates thatâ‘ Four specific variables significantly correlate to the achievement, including two cognitive beliefs and two learning strategies.â‘¡There are differences between the high-scored students and low-scored students on the application of interpreting strategies. High-scored students tend to use interpretive strategies subconsciously.â‘¢For students in regional universities, the difference of management strategies is not statistically significant in high-scored group and low-scored group due to their low motivation of interpreting learning in the overlapping period of language learning and elementary interpreting learning. Based on the findings of the study, the author tried to provide some suggestions for elementary interpreting training and learning in regional colleges and universities.