翻譯•教學•說故事－一個後殖民情境的描述

Translation• Pedagogy• and Storytelling: A Description of a Postcolonial Context-the Case of Taiwan

10.6413/AJMHS.200604.0116

陳姿伶(Joyce Ze-Ling Chen)；陳界華(Jieh-Hua Ch'en)

翻譯 ； 教學 ； 說故事 ； 後殖民情境 ； 文本化 ； 二度啟蒙 ； translation ； pedagogy ； storytelling ； postcolonial context ； textualization ； re-enlightenment ； Taiwan

Asian Journal of Management and Humanity Sciences

1卷1期（2006 / 04 / 01）

116 - 130

繁體中文

單一層面的外語／外文訓練，使學生成為扁平的受信者，教師成為被動的翻譯機器，而失去文化述傳的功能。後殖民情境的教學，是一種涉外的情境教學，立基於文本化的區域在地性，表現方式是原始田野多元參與的說故事的措施。說故事直接貼近教者、學者的知識的方便與自在，而建立教者、學者的文化自信。說故事就是文本教學與文化翻譯的合一。這是創作社會文化的問題，是教程理論的文化／文本／文學轉向，也是教、學二度啟蒙。

In Taiwan, it is common that foreign language teaching and learning follows a one-way style: literal translation, in which students-and teachers as well-can do but always fail to get a position as of the human kind themselves. The text, the teacher, and the student are just three inseparable parts in the foreign language teaching/learning class, which is exactly the scene of cultural translation. Particularly in a postcolonial context of language pedagogy like that in Taiwan, ”storytelling” is to help alter/localize/textualize all foreign cultures in and to re-enlighten both teachers and students, enriching the receivers' culture and life altogether in an all brand-new way and so all along.