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

Cai Xi Rui; Zhang Hong Bin; Lin Ying Jing Ya; Li Kun Xiu; Shang Li Li; Zhu Min Si; Yao Chang Yi

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Cai Xi Rui , Zhang Hong Bin , Lin Ying Jing Ya , Li Kun Xiu , Shang Li Li , Zhu Min Si , Yao Chang Yi . Correlation of Learning Needs and Motivation of Interpreting with Autonomous Learning Time in PhD Students of Kunming Medical University[J]. Journal of Kunming Medical University, 2017, 38(10): 134-140.

Citation:

Cai Xi Rui , Zhang Hong Bin , Lin Ying Jing Ya , Li Kun Xiu , Shang Li Li , Zhu Min Si , Yao Chang Yi . Correlation of Learning Needs and Motivation of Interpreting with Autonomous Learning Time in PhD Students of Kunming Medical University[J]. Journal of Kunming Medical University, 2017, 38(10): 134-140.

Citation:

Cai Xi Rui , Zhang Hong Bin , Lin Ying Jing Ya , Li Kun Xiu , Shang Li Li , Zhu Min Si , Yao Chang Yi . Correlation of Learning Needs and Motivation of Interpreting with Autonomous Learning Time in PhD Students of Kunming Medical University[J]. Journal of Kunming Medical University, 2017, 38(10): 134-140.

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

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基金：云南省科技厅-昆明医科大学应用基础研究联合专项基金资助项目 (2014FZ003); 昆明医科大学教研教改基金资助项目 (2016-JY-Y-19);

Received Date: 2017-05-13

Abstract

Abstract

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.
- Interpreting,
- Learning needs,
- Learning motivation,
- Correlation

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References(17)

References

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