Applying the Blackboard Learning System to a Mixed-language Interpreter Training Course: A Taiwan Case Study_

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題名：	Applying the Blackboard Learning System to a Mixed-language Interpreter Training Course: A Taiwan Case Study
書刊名：	人文社會學報. 國立臺灣科技大學
作者：	陳聖傑
作者(外文)：	Chen, Sheng-jie
出版日期：	2012
卷期：	8:2
頁次：	頁119-138
主題關鍵詞：	會議口譯；外國學生；多樣評量方法；混合語言口譯訓練；同儕評量；Conference interpreting；Foreign students；Multiple-assessment methods；Non-language-specific interpreter training；Peer checking
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:0 點閱:29

本論文旨在探討 2010年五位外國學生和五位本地生，與 2011年六位外國學生和四位本地學生在臺灣一所科技大學應用外語系研究所上 Blackboard Learning System （BLS）為媒介的混合語言口譯課的學習經驗，與教師的教學經驗。使用質的研究方法，研究結果顯示 BLS促進本地生和外國學生的口譯學習，Voice of America上的影音資料是理想的教材，但如果是要教授會議口譯，則應使用 TED（www.ted.com）上的演講影音資料。外國學口譯時應使用多樣的評量方式，每一種語言至少要有兩位學生，才能相互指正與翻譯。上課時必須有學生在口譯間輪流口譯，以便學習同步口譯。應使用多元的材料當作訓練教材，必須多多給予學生上台口譯的機會。本研究的貢獻在於研發多種評量方法並用，使教師得以評量其聽不懂的外國學生的口譯而不需協同教學。

以文找文

The goal of this study was to investigate the experience of learning of 5 foreign students and 5 Chinese students in 2010 and 6 foreign students and 4 Taiwanese students in 2011 in a Black Board Learning System (BLS) based non-language specific interpreter training course in the graduate school of applied foreign languages at a university in Taiwan, and the instructor’s experience of teaching them. Qualitative research methods were used. The results of the study indicated that the BLS has facilitated interpreter training of foreign students and local students. Training activities should be structured carefully to facilitate digital learning. In terms of materials, the VOA videos and texts proved to be effective in serving as source input for students to interpret into different languages, but videos from TED (www.ted.com) are more relevant for conference interpreter training. This study has significant contribution to the field in that the assessment techniques it developed enabled the trainer to evaluate the interpretation of languages that he did not understand and made it possible to conduct mixed language interpretation training without co-teaching.

以文找文

期刊論文
1.	Barr, R. B.、Tagg, J.(1995)。From teaching to learning--a new paradigm for undergraduate education。Change Magazine，27(6)，12-25。
2.	Lambert, S.(1992)。Shadowing。Meta，37(2)，263-273。
3.	Lambert, S.(1992)。Aptitude testing for simultaneous interpretation。The Interpreter’s Newsletter，4，25-32。
4.	Lambert, S.(1992)。The cloze technique as a pedagocical tool for the training of translators and interpreters。Target，4(2)，223-236。
5.	Lambert, S.(1991)。Aptitude testing for simultaneous interpretation at the University of Ottawa。META，36(4)，586-594。
6.	Yang, C. S.(2002)。Application of digital and internet technologies in interpretation pedagogy。Studies of Translation and Interpretation，7，273-296。
7.	Coates, M.、James, R.、Baldwin, G.(2005)。A critical examination of the effects of learning management systems on university teaching and learning。Tertiary Education and Management，11(1)，19-36。
8.	Sandrelli, A.、Jerez, M.(2007)。The impact of information and communication technology on interpreter training。The Interpreter and Translator Trainer，1(2)，269-303。

會議論文
1.	Chang, C. C.(2006)。The creation of an online learning community in interpreter training。Taiwan。143-151。

學位論文
1.	Chen, S. J.(1999)。Teaching and Learning in a Non-language-specific Interpreter Training Course(博士論文)。University of Texas at Austin。
2.	Severson, A.(2004)。Faculty support required for the implementation of a new learning management system，Vancouver, Canada。
3.	Swinney, K. L.(2004)。Why faculty use a course management system (Blackboard) to supplement their teaching of traditional undergraduate courses，Grand Forks, ND, United States。

圖書
1.	Collis, B.、Moonen, J.(2001)。Flexible learning in a digital world: Experiences and expectations。London：Kogan-Page。
2.	Mackintosh. J.(1991)。Language Enhancement for Interpreters。Hong Kong：Commercial Press。
3.	Glaser, B. G.、Strauss, A. L.(1967)。Grounded Theory。New York：Aldine。
4.	Weber, Wilhelm K.(1984)。Training Translators and Conference Interpreters。Washington, D.C：Eric Clearinghouse on Language and Literature。
5.	Viaggio, S.(1988)。Teaching interpretation to beginners or how not to scare them to death。American Translators Association Conference 1988。Medford, NJ。
6.	Motta, M.(2006)。A blended tutoring program for interpreter training。Proceedings of Society for Information Technology and Teacher Education International Conference。Chesapeake, VA。
7.	Sandrelli, A.(2001)。Teaching liaison interpreting: Combining tradition and innovation。Triadic Exchanges。Manchester。
8.	Sandrelli, A.(2003)。New technologies in interpreter training: CAIT。Textologie und Translation, Jahrbuch Übersetzen und Dolmetschen 4/II。Tübingen。
9.	Schewda-Nicholson, N.(1994)。Training for refugee mental health interpreters。Teaching translation and interpreting 2: Insight, aims, visions。Philadelphia, PA。
10.	Strauss, A.、Corbin, J.(1990)。Basics of grounded theory methods。Beverly Hills, CA：Sage。

其他
1.	Jalón, B.，Jesús, I. A. A.，Olaguíbel, M. P.(2004)。Salamanca: Ediciones Universidad de Salamanca，Salamanca, Spain。
2.	Gile, D.(2001)。What you never wanted to ask but may like to know，http://www.aiic.net/ViewPage.cfm?page_id=341， 20091208。
3.	Sandrelli, A.，Hawkins, J.(2006)。Computer assisted interpreter training (CAIT): What is the way forward? X Jornadas de Traducción e Interpretación Universidad de Vic，http://www.upf.edu/bolonya/obolonya/titulac/upf/trad/docs/modal.pdf， 20111220。

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