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題名：臺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
書刊名：翻譯學研究集刊
作者：張瓊瑩
作者(外文)：Chang, Evelyn Chiung-ying
出版日期：2010
卷期：13
頁次：頁293-318
主題關鍵詞：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；Reflective thinking；Learning portfolio；Translation teaching；Translation pedagogy；English-Chinese translation
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  • 被引用次數被引用次數:期刊(3) 博士論文(1) 專書(2) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:27
  • 點閱點閱:91
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。
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.
期刊論文
1.張嘉倩(2009)。大學外語科系的中譯英教學：翻譯教學與英語教學的交會點。英語教學，33(4)，119-152。new window  延伸查詢new window
2.廖柏森(20090900)。溝通式翻譯教學法之意涵與實施。編譯論叢，2(2)，65-91。new window  延伸查詢new window
3.張瓊瑩(20090300)。結合微觀與宏觀的英漢翻譯教學法--兼探討紐馬克「翻譯教程」適用於大學部英漢翻譯教學之程度。編譯論叢，2(1)，53-76。new window  延伸查詢new window
4.Albir, A. H.(2007)。Competence-based curriculum design for training translators。The Interpreter and Translator Trainer，1(2)，163-195。  new window
5.Li, D.(2007)。Translation curriculum and pedagogy:Views of administrators of translation services。Target，79(1)，105-133。  new window
6.廖柏森、江美燕(2004-2005)。使用擋案翻譯教學初探。翻譯學研究集刊，9，291-312。  延伸查詢new window
會議論文
1.張瓊瑩(20091220)。從大學教育的角度探討譯者能力的定義。第十四屆台灣口筆譯教學國際研討會，(會議日期: 98年12月20日)。台北。  延伸查詢new window
圖書
1.Mills, Geoffrey E.(2007)。Action Research: A Guide for the Teacher Researcher。Upper Saddle River, New Jersey：Pearson Merrill Prentice Hall。  new window
2.Colina, Sonia(2003)。Translation Teaching: From Research to the Classroom: A Handbook for Teachers。Boston：McGraw-Hill。  new window
3.Kelly, D.(2005)。A handbook for translator trainers: A guide to reflective practice。Manchester：St. Jerome。  new window
4.Bailey, K. M.(1998)。Learning About Language Assessment: Dilemma, Decisions, and Directions。Boston。  new window
5.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
6.Kiraly, D.(2000)。A Social Constructivist Approach to Translation Education: Empowerment from Theory to Practice。UK：Manchester。  new window
7.Davies, M. G.(2004)。Multiple Voices in the Translation Classroom: Activities, tasks and projects。John Benjamins Publishing Company。  new window
8.Easley, S.-D.、Mitchell, K.(2003)。Portfolios matter: What, where, when, why and how to use them。Ontario：Pembroke Publishers。  new window
9.McNiff, J.、Lomax, P.、Whitehead, J.(2003)。You and your action research project。London：RoutledgeFalmer。  new window
10.Porter, C.、Cleland, J.(1995)。The portfolio as a learning strategy。Portsmouth, NH：Boynton/Cook Publishers, Inc。  new window
11.Schwalbach, E. M.(2003)。Value and validity in action research。Oxford：Scarecrow Press, Inc。  new window
12.Suskie, L.(2009)。Assessing student learning: A common sense guide。San Francisco：Jossey-Bass。  new window
13.Wyatt, R. L.、Looper, S.(2004)。So you have to have a portfolio: A teacher's guide to preparation and presentation。California：Corwin Press。  new window
14.Zubizarreta, J.(2009)。The Learning portfolio: Reflective practice for improving student learning。San Franciso：Jossey-Bass。  new window
圖書論文
1.Fox, Olivia(2000)。The Use of Translation Diaries in a Process-Oriented Translation Teaching Methodology。Developing Translation Competence。John Benjamins Publishing Company。  new window
2.Grusko, R.(1998)。Realizing the power of reflection。Why am I doing this? Purposeful teaching through portfolio assessment。Portsmouth：Heineman。  new window
3.Johnson, J. E.(2003)。Learning through portfolios in the translation classroom。Beyond the ivory tower: Rethinking translation pedagogy。Amsterdam。  new window
4.Lang, M. F.(1994)。The problem of mother tongue competence in the training of translator。Translation studies-- An interdiscipline。Amsterdam：John Benjamins Publishing Company。  new window
5.Neubert, A.(1994)。Competence in translation: A complex skill, how to study and how to teach it。Translation studies-- An interdiscipline。Amsterdam：John Benjamins Publishing Company。  new window
6.PACTE(2003)。Building a translation competence model。Triangulating translation: Perspectives in process oriented research。Amsterdam：John Benjamins Publishing Company。  new window
 
 
 
 
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