問題導向學習法於基本筆譯技巧的教學效果初探

本論文為「問題導向學習法」（Problem-based Learning，簡稱PBL）應用於基本筆譯技巧之教學效果初步研究。研究者於大學初級筆譯課程中，為解決學生無法將所學的基本筆譯技巧應用於筆譯實踐的問題，試圖改變以往「講授為主、實作為輔」的教學模式，實驗性地改採PBL教學策略，讓學生從分組合作的實作中發現問題、解決問題、做出譯文、修改譯文，進而從過程中自行體會出基本的翻譯轉換技巧。PBL的教學效果由修課的39名學生在筆譯技巧方面的進步情況來評估，為衡量學生的筆譯技巧，設定被動結構、人稱代名詞、when結構三種語言類型作為評量指標，以學生在這三方面的轉換表現來評估其筆譯技巧，再比對後測與前測的差異來衡量進步情況。進步程度的計算方式為：以「前測機械性翻譯次數」減去「後測機械性翻譯次數」的差作為「轉換能力進步幅度」的量化數值。再經過配對t檢定，得出學生翻譯轉換技巧進步顯著的結果，由此可初步確定PBL用於基本翻譯技巧的訓練亦為一有效的教學方式。另外，從本次的教學實踐中，研究者發現PBL對於本課程有四大具體的優點：譯文品質提升、教師負擔降低、課堂氣氛好轉、手機作用翻轉。對於本課程唯一的缺點為執行PBL過於耗時。

關鍵字

筆譯教學；問題導向學習法；翻譯評量；教學效果；教學實踐研究

並列摘要

This paper is an exploratory study on the effectiveness of Problem-based Learning (PBL) in training basic translation skills. In order to solve the problem of students' failure to apply the instructed skills to their translation practice in the basic translation course, the researcher attempts to experimentally replace the traditional ＂lecturing followed by exercise＂ method with the PBL pedagogy, where students realize and learn basic translation skills by themselves through the process of identifying problems, solving problems, producing translations, and modifying translations, all done in groups. The effectiveness of the PBL methodology is assessed from the translation-skill performance and improvement of the 39 students taking the course. To make the translation skills specific and assessable, this study sets three pointers for evaluation: passive voice rendition, personal pronoun rendition, and when-clause rendition. The translation skills of the students are evaluated in terms of the three pointers, and the pretest and posttest performances of the students are compared to gauge their degree of progress. The progress degree is quantified using the formula: the number of mechanical translations in the pretest minus the number of mechanical translations in the posttest is the degree of progress. The data of the class are calculated and subjected to a paired t-test, and the results show a significant difference between pretest and posttest, indicating that the translation skills of the students have improved significantly. This outcome serves to confirm that PBL is an effective pedagogy in teaching basic translation skills. Besides, through this teaching practice, the researcher finds PBL's four major benefits to this specific course: improvement of students' translation quality, reduction of the instructor's lecturing load, harmony of classroom dynamics, and constructive use of smart phones. The only disadvantage is that conduction of a PBL activity is time-consuming.

並列關鍵字

translation teaching ； Problem-based Learning (PBL) ； translation assessment ； teaching effectiveness ； teaching practice research

參考文獻

Scholkmann, Antonia A. (2020). Why don't we all just do the same? Understanding variation in PBL implementation from the perspective of translation theory. Interdisciplinary Journal of Problem-based Learning, 14(2). Retrieved from https://doi.org/10.14434/ijpbl.v14i2.28800

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