- 期刊
翻譯課程之設計：以西翻中為例
Curriculum Design for a Course in Spanish-Chinese Translation
摘要
綜觀台灣八十五學年度五十八所公私立大學中，共設立二十五個外文系（或稱英文系）、二十五個第二外國語言學系、一個翻譯學系和兩個翻譯學研究所，雖學習者在第二外語與第一外語的學習經驗並不盡然相似，但「筆譯：（第二）外交翻中文」的課程一般皆開設於必修課程之列，另就其畢業生之就業市場而言，如日後有接觸外語相關工作的機會，亦以外文翻中文的機會較多；故該課程在外語的訓練中有其特殊之重要地位。此論文將著重以第二外語－西班牙文翻中文為例，參考比較最新文獻之相關論述（張培基等（1997），林春仲（1997），何慧玲（1997），吳錫德（1997），趙忠德（1997），劉克甫（1997）、雷孟德（1997）等），再由翻譯課程在設計理念、教材、教法與評鑑四個方面來研究討論。在課程的設計理念上，我們將此門課定位在是一門訓練及提高學生外語理解能力，且具引發深入外語學習動機的課程。它與閱讀課及中文翻外文翻譯課的教學目標各有所不同。教授此類翻譯課程時，除外語理解能力的培養外，如在教材內容的題材與類型選擇得當，更可藉此傳授外語國家文化的相關知識。教導內容的選擇主要分自製講義講解、隨堂即席練習和課後作業三大部份。自製講義的考量乃在於坊間中文與第二外語方面對譯的書籍仍十分罕見，經過三年的時間，我們整理出針對西班牙文翻中文筆譯學習，包含九大詞類分析、翻譯技巧探討、慣用語、標點符號、工具書、譯作比較、附參考答案的翻譯習作和翻譯理論概說的講義，此講義的編著主旨有別於文法複習的書籍。另外在隨堂即席練習和課後作業兩部份則注重內容題材的選擇，我們試圖包含各文體範疇。配合著多樣化的教材，我們也力求教法上的活潑生動，以激發同學參與的興趣，同時我們也注重師生間的互動關係，採用包括分組討論與互相訂正的方式要求學習者不斷自省與回饋。本論文的研究方法包括（一）自八十六學年度靜宜大學西班牙語文學系三年級修習西翻中課程的學生中以隨機抽樣方式取二十位為研究對象，分析他們在西文句型結構、字句意義選擇、文化常識背景上的困難傾向，（二）以問卷調查八十六學年度靜宜大學西班牙語文學系三年級一百一十三學生對翻譯教程設計的滿意程度並檢定學習者之基本特質與對課程設計反應相關問題間的差異以作為日後課程設計的修改根據。
並列摘要
This paper, based on the latest translation theories (Pei-Ji Chang (1997), Chun-Zhong Lin (1997), Hui-Lin He (1997), among others) will take the course of Spanish-Chinese translation as an example to study the curriculum designed specially for this course. This course is designed to help the students to improve their reading comprehension of Spanish and to stimulate their learning interest. It course has a different teaching objective compared with the course of Spanish reading and Chinese-Spanish translation. Besides translation, the students can learn more culture relevant to Spanish speaking countries if the teaching materials are well selected.The course materials are divided into 3 parts: handouts, spontaneous exercises and homework. The handout differs from the grammar book in consisting of the nine parts of speech, translation techniques, idiomatic expression, reference book, translation comparison, introduction to translation theory ,etc. With respect to the spontaneous exercise and homework, we include different content types. In corresponding to the variety of the teaching materials, we try to make the classroom active in order to stimulate the students' interest and the interaction between students and the teacher by requiring students to work in discussion group and correction pairs and then give feedback. The method adopted by this study includes: 1. Analyzing the difficulty inclination of twenty students selected randomly from the whole group (113) by classifying their error types into syntactic structure, word/phrase/sentence meaning and cultural background. 2. Testing the relation between the students' characteristics and their opinions about the course design by collecting data from a survey including questions regarding course satisfaction. The result will improve our future course design.