摘要
Arguments that favor translation see it as a handy tool not just to serve as a test but also as an exercise that should enable a learner to associate a given unit with its equivalent meaning. This is probably the main purpose of using translation exercises in a workbook that accompanies the textbook for foreign language learning. Yet one question that begs an answer is to what degree exercises of this nature salutary or pernicious to learners. This study examines one such translation exercise produced by learners with diverse language backgrounds such as Spanish, Vietnamese, Korean, etc. to reveal their translation patterns. The next step is to analyze and categorize the patterns to make inferences as to the possible strategies learners adopt in their translation production. The strategies used by learners further feed the need to review the age-old arguments in the role translation plays in learning the target language. To conclude the finding, pedagogical implications will address the appropriacy of translation and other possibilities of enhancing the use of translation.
關鍵字
無資料並列摘要
支持翻譯的論點認為翻譯不但可當測驗的工具也可讓學習者習得詞彙的形跟義。正因如此，翻譯練習才會在搭配外語教科書的學生作業簿裡出現。然而，這樣的練習對學習者到底是好是壞，是本文要探究的議題。首先，從學中文的外籍學生寫的翻譯裡，整理出偏誤模式。接著，分析推演出學生在翻譯時，可能使用的語言策略。最後，從教學的角度，探討此種翻譯練習的適切性以及從目前觀察到的學生翻譯裡，老師可在使用此種練習的教學上做哪些調整，讓學生在做跟課文詞彙句型相關的翻譯時，達到語言習得的目的。