大學入學考試英文科翻譯試題對臺灣高中英語教學的意義與作用

本研究以臺灣中部地區之高中英語教師與學生為研究對象，分別從教師與學生的視角探討教學翻譯的重點、目的與成效。本研究對臺灣中部地區之教師與高三學生，分別進行問卷調查與訪談，瞭解他們對於應用翻譯在教學之中的態度與想法，以及從教師與學生的角度看大學入學考試中的翻譯題，探討高中翻譯題的本質是什麼，以及教師與學生在練習翻譯題時，強調的重點為何，高中翻譯題的意義，以及翻譯是否能對語言學習有所幫助。教師問卷共有 14 位臺灣中部（中彰投地區）的教師協助填答，這些教師都曾任教高三班級，有多年教學經驗，其中又有 3 位教師參與本研究的訪談，深入分享自己身在教育前線，對於高中翻譯題的認知與看法，並針對大學入學考試的翻譯題型及學生困難，調整自己的教學內容與教學活動。學生問卷共回收 98 份有效問卷，作答學生皆為參加過 109 年學測的高三應屆畢業生。本研究以 109 年學測英語考科之全臺平均作為標準，將高於全國平均之學生歸類為高成就學習者，而低於全國平均之學生歸類為低成就學習者，並分別透過訪談學生的方式，讓高低成就學習者分別做民國 99 年至民國 108 年，共 10 年的學測與指考歷屆考題，並觀察高低成就學習者的作答狀況進行分析。本研究的結果發現，1. 教師與學生對於翻譯的認知不同。教師認為在翻譯題中，學生對原文的理解最為重要，而學生則認為單字片語是拿高分的關鍵。2. 為因應大考翻譯題，教師將教學翻譯活動融入其課程之中，然而卻流為文法及句型教學，並非一般專業翻譯之中英文轉換等翻譯技巧。3. 觀察過去學測與指考的翻譯題題型與配分，可瞭解到雖然為了批改效率以及降低主觀評分，翻譯題比重相較於過去較少，是比重最少的題型，也曾有 7 年的時間取消翻譯題型，然而從民國 93 年恢復至今，即便大考經歷多次變革，翻譯題依舊存在，顯然翻譯有其不可取代之地位。除此之外，教師對翻譯題型與配分皆還算滿意，也在問卷中表示 108 課綱的上路，第一屆學生於 2 年後考的 111 年大學入學考試，應保留翻譯題型。

關鍵字

教學翻譯；翻譯試題；英文能力

並列摘要

This study takes high school English teachers and 12th grade students in central Taiwan as the research subjects, and discusses the focus, purpose, and effectiveness of translation teaching from the perspective of both teachers and students. Questionnaire surveys and interviews with teachers and 12th grade students in central Taiwan were conducted to understand their attitudes and thoughts on applying translation in teaching, as well as the translation questions in college entrance examinations from the perspective of teachers and students. This study explores the translation in high school English teaching, the essence of high school translation practices, emphases the teachers and students have when practicing translation, the significance of high school translation, and whether translation can help with language learning. A total of 14 teachers from central Taiwan, including areas in Taichung, Changhua, and Nantou, filled out the questionnaire for teachers. These teachers have many years of teaching 12th grade students. Among them, 3 teachers participated in the interview of this study and shared their own in-depth understandings and views on translation in high school English and how they adjusted the content of their teaching activities according to the translation questions of college entrance examinations and the difficulties students encounter while practicing translation questions. A total of 98 valid questionnaires were collected from the students. All the students that filled in the questionnaires were senior students who had taken the 2020 General Scholastic Ability Test (GSAT). This study uses the national average score of 2020 GSAT English subject as standard. Students who score higher than the national average are classified as high achievers, while students who score lower than the national average are classified as low achievers. Students were interviewed and both high and low achievers of English were asked to do the translation questions from the college entrance examinations of the past 10 years, from 2000 to 2019. The answers of both high and low achievers were observed and analyzed respectively. The research results show that 1. Teachers and students have different perceptions of translation. Teachers believe that the most important thing in high school translation questions is students' understanding of the original text, while students believe that new words and phrases are the key to high scores. 2. In response to the translation questions in the college entrance examination, teachers have integrated translation teaching and activities into their English classes. However, such translation teachings focus on grammar and sentence pattern instead of translation skills such as the transfer between English and Chinese, as is emphasized in professional translation. 3. From the observation of translation questions and distribution of points in translation questions in the past college entrance examinations, it can be understood that although for the sake of efficiency and lowering the subjective score while marking the test papers, the proportion of translation questions is less than that what it was in the past, taking up the least percentage in the college entrance examinations. Translation questions were even cancelled for 7 years, but has been restored since 2004. Even if the college entrance examination has undergone many changes, the translation questions still exist, which shows us clearly that translation plays an irreplaceable role in terms of high school English learning. In addition, teachers are quite satisfied with the translation question types and distribution of points. With the 2019 curriculum guideline on the way, teachers have also indicated in the questionnaire that the 2022 college entrance examination for the first students after 2 years should continue to have translation questions in the college entrance examinations.

並列關鍵字

pedagogical translation ； translation test items ； English ability

參考文獻

大學入學考試中心 (2020)。109 學年度學科能力測驗統計圖表。大學入學考試中心。取自 https://www.ceec.edu.tw/xmdoc/cont?xsmsid=0J018604485538810196&sid=0K055300358381913513

Google Scholar

大學入學考試中心（2020 年 4 月）。109學年度學科能力測驗英文考科評分標準說明。大學入學考試中心。取自 https://www.ceec.edu.tw/xcepaper/cont?xsmsid=0J066588036013658199&qunit=0K106494179321973589&sid=0K104419540611186512

Google Scholar

大學入學考試中心（2020 年 2 月）。109 學年度學科能力測驗相關統計資料說明會。大學入學考試中心。取自 https://www.ceec.edu.tw/files/file_pool/1/0k055412762401295651/200224%20109學年度學科能力測驗相關統計資料說明會.pdf