台灣大學生真的很被動嗎？英語系學生對於翻譯學習檔案的經驗與看法

'It's a Living Proof of My Learning Process': Translation Trainee Perceptions of Using a Portfolio as a Learning Tool

張瓊瑩(Chiung-Ying (Evelyn) Chang)

《翻譯學研究集刊》 13輯 (2010/11) Pp. 293-318

https://doi.org/10.29786/STI.201011.0009

摘要

檔案教學法於近幾年開始受到國內外翻譯學者的重視，但其具體實施的方式，特別是在英漢翻譯教學界，仍有極大的探討空間。本研究從「反思能力」角度切入，針對台灣英語系大學生進一步探討檔案在翻譯教學上的應用。課程設計以週記作為主要檔案教學內容，目的在激發與提升學生的反思能力，進而成為自主性之學習者。研究資料由教師課堂觀察、學生週記與期末問卷取得，結果顯示，73.5露之學生表示比較喜歡學習檔案，而非傳統考試之評量。學生在問卷回答以及週記上所展現的思考力與自主學習的潛力，顯示週記之訓練有助於提升反思能力。本研究之教學設計與實施方式可供有興趣的教師參考。

關鍵字

反思能力 ； 學習檔案 ； 檔案翻譯教學 ； 自主性學習 ； 筆譯教學 ； 翻譯教學法

並列摘要

The employment of portfolios in translation teaching has been receiving increasing attention from translation instructors over recent years. While most of the findings are positive, in terms of its effectiveness in fostering students' reflective thinking and autonomous learning, the implementation of this newly developed method in the translation classroom is still under study, particularly in the English-Chinese context. This paper is derived from research which involved a translation teaching project aimed at fostering trainees' reflective thinking, using journals as a key portfolio component. The participants were undergraduate students, who majored in English. Data includes instructor observations, participant journals and questionnaires. It is found that 73.5% of participants preferred the portfolio over traditional exams for assessment; and the majority of those who were interested in learning translation demonstrated varying progressions of reflective capacity in the writing of their journals. The findings from this study may add to the knowledge of how best to facilitate trainees' reflective thinking alongside the development of translator competence, and hence contributes to translation pedagogy designed for Taiwanese undergraduate students.

並列關鍵字

reflective thinking ； learning portfolio ； translation teaching ； translation pedagogy ； English-Chinese translation

參考文獻

Albir, A. H.(2007).Competence-based curriculum design for training translators.The Interpreter and Translator Trainer.1(2),163-195.

Bailey, K. M.(1998).Learning about language assessment: Dilemmas, decisions, and directions.New York:Heinle & Heinle Publishers.

Colina, S.(2003).Translation teaching: From research to the classroom.USA:The McGraw-Hill Companies.

Davies, M. G. l.(2004).Multiple voices in the translation classroom.Amsterdam:John Benjamins Publishing Company.

Easley, S.-D.,Mitchell, K.(2003).Portfolios matter: What, where, when, why and how to use them.Ontario:Pembroke Publishers.