視譯應用於英語搭配詞教學的成效

吳映萱

doi:10.6342/NTU202000868

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視譯應用於英語搭配詞教學的成效

Sight Translation as a Teaching Activity for Collocation Learning

吳映萱 , Masters　　Advisor：張嘉倩　　

英文 DOI： 10.6342/NTU202000868

視譯；搭配詞；英語教學活動；英語口說； sight translation ； collocations ； English teaching ； English speaking

Abstract │ Reference (78) │ Altmetrics

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The use of collocations is often considered to be a skill difficult for EFL learners to master, since differences between L1 and L2 often create confusion leading to errors in output. Studies have investigated incorporating language comparisons and translation tasks into teaching to raise learners’ awareness of language differences and reinforce memorization of collocations. Sight translation, a combination of translation and interpreting, might be conducive to the learning of collocations. Furthermore, since sight translation activities enable learners to give oral productions, they might help learners better use collocations in speaking. Thus, this study aimed at investigating the effectiveness of ST as a teaching activity to facilitate collocation learning and the use of collocations in speaking.
The study adopted a quasi-experiment pretest-posttest design and methods of qualitative data collection. Two Freshman English classes at a top Taiwanese university participated in the experiment with 37 participants in the sight translation (ST) group and 27 in the English-only (EO) group. A total of 30 target collocations were selected and evenly divided into three workshops on different topics with independent posttests. The ST group received the following activities in each workshop: a collocation article, a fill-in-the-blank exercise with Chinese hints, introduction of target items and language comparisons with lecture slides, a sight translation exercise and a speaking activity. The EO group received a fill-in-the-blank exercise in compensation for the sight translation exercise in the ST group. While Chinese input were excluded from all activities for the EO group, the content and types of activities remained the same as the ST group.
With regard to the first research question whether sight translation is effective in facilitating collocation learning, a written test with 10 fill-in-the-blank questions was conducted after each workshop. The average score of all three written tests served as an indicator of a participant’s overall performance. The ST group slightly outperformed the EO group. Yet, the result of an independent t-test showed no significant difference between the mean scores of the two groups.
With regard to the second research question whether sight translation is effective in facilitating the use of collocations in speaking, an oral test with two questions (one free talk and one picture question) was administered after each workshop. Similar to the written test, average scores of the free talk questions and picture questions were considered to be a participant’s overall performance over the three workshops. While the ST group slightly underperformed in the free talk question, it outperformed the EO group in the picture question. The result of a two-way mixed ANOVA test showed no significant difference between the two groups.
Error analyses of written and oral posttest results and post-study questionnaire results both suggested that Chinese input is conducive to memory reinforcement, and that sight translation exercise enables sentence-making practice without the burden of conjuring up ideas. Instructors might also find it easier to prepare form-retrieval, sentence-making, and speaking practices with sight translation exercises.

Reference ( 78 ) 〈TOP〉

廖柏森 (2003)。探討翻譯在外語教學上之應用。翻譯學研究集刊，8，225- 244。
Abdullah, A., Ghani, R. A., & See, S-Y. (2015). The knowledge of lexical collocation among university students and its relation to their speaking proficiency.International Letters of Social and Humanistic Sciences, 61, 7-16.
Agrifoglio, M. (2004). Sight translation and interpreting: A comparative analysis of constraints and failures. Interpreting, 6(1), 43-67.
Attar, E. M., & Allami, H. (2013). The effects of teaching lexical collocations on speaking ability of Iranian EFL learners. Theory and Practice in Language Studies,
3(6), 1070-1079.

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