题名

問題導向學習法於基本筆譯技巧的教學效果初探

并列篇名

An Exploratory Study on the Effectiveness of Problem-based Learning in Teaching Basic Translation Skills

作者

強勇傑(Ivan Yung-chieh Chiang)

关键词

筆譯教學 ； 問題導向學習法 ； 翻譯評量 ； 教學效果 ； 教學實踐研究 ； translation teaching ； Problem-based Learning (PBL) ； translation assessment ； teaching effectiveness ； teaching practice research

期刊名称

翻譯學研究集刊

卷期/出版年月

25輯（2022 / 05 / 01）

页次

55 - 73

内容语文

繁體中文
中文摘要

本論文為「問題導向學習法」（Problem-based Learning，簡稱PBL）應用於基本筆譯技巧之教學效果初步研究。研究者於大學初級筆譯課程中，為解決學生無法將所學的基本筆譯技巧應用於筆譯實踐的問題，試圖改變以往「講授為主、實作為輔」的教學模式，實驗性地改採PBL教學策略，讓學生從分組合作的實作中發現問題、解決問題、做出譯文、修改譯文，進而從過程中自行體會出基本的翻譯轉換技巧。PBL的教學效果由修課的39名學生在筆譯技巧方面的進步情況來評估，為衡量學生的筆譯技巧，設定被動結構、人稱代名詞、when結構三種語言類型作為評量指標，以學生在這三方面的轉換表現來評估其筆譯技巧，再比對後測與前測的差異來衡量進步情況。進步程度的計算方式為：以「前測機械性翻譯次數」減去「後測機械性翻譯次數」的差作為「轉換能力進步幅度」的量化數值。再經過配對t檢定，得出學生翻譯轉換技巧進步顯著的結果，由此可初步確定PBL用於基本翻譯技巧的訓練亦為一有效的教學方式。另外，從本次的教學實踐中，研究者發現PBL對於本課程有四大具體的優點：譯文品質提升、教師負擔降低、課堂氣氛好轉、手機作用翻轉。對於本課程唯一的缺點為執行PBL過於耗時。
英文摘要

This paper is an exploratory study on the effectiveness of Problem-based Learning (PBL) in training basic translation skills. In order to solve the problem of students' failure to apply the instructed skills to their translation practice in the basic translation course, the researcher attempts to experimentally replace the traditional ＂lecturing followed by exercise＂ method with the PBL pedagogy, where students realize and learn basic translation skills by themselves through the process of identifying problems, solving problems, producing translations, and modifying translations, all done in groups. The effectiveness of the PBL methodology is assessed from the translation-skill performance and improvement of the 39 students taking the course. To make the translation skills specific and assessable, this study sets three pointers for evaluation: passive voice rendition, personal pronoun rendition, and when-clause rendition. The translation skills of the students are evaluated in terms of the three pointers, and the pretest and posttest performances of the students are compared to gauge their degree of progress. The progress degree is quantified using the formula: the number of mechanical translations in the pretest minus the number of mechanical translations in the posttest is the degree of progress. The data of the class are calculated and subjected to a paired t-test, and the results show a significant difference between pretest and posttest, indicating that the translation skills of the students have improved significantly. This outcome serves to confirm that PBL is an effective pedagogy in teaching basic translation skills. Besides, through this teaching practice, the researcher finds PBL's four major benefits to this specific course: improvement of students' translation quality, reduction of the instructor's lecturing load, harmony of classroom dynamics, and constructive use of smart phones. The only disadvantage is that conduction of a PBL activity is time-consuming.
主题分类 人文學 > 語言學
参考文献
  1. 廖柏森(2009)。溝通式翻譯教學法之意涵與實施。編譯論叢，2(2)，65-91。
    連結：
  2. Barrows, H. S.(1996).Problem-based learning in medicine and beyond: A brief overview.New Directions for Teaching and Learning,68,3-12.
  3. Barrows, H. S.(1985).How to design a problem-based curriculum for the preclinical years.New York:Springer.
  4. Barrows, H. S.(1988).The tutorial process.Springfield, IL.:Southern Illinois University School of Medicine.
  5. Barrows, H. S.,Tamblyn, R.(1980).Problem-based learning: An approach to medical education.New York:Springer.
  6. Cotič, M.,Zuljan, M. V.(2009).Problem-based instruction in mathematics and its impact on the cognitive results of the students and on affective-motivational aspects.Educational Studies,35(3),297-310.
  7. Farley, J.,Erickson, J. D.,Daly, H.(2005).Ecological economics: A workbook for problem-based learning.Washington, DC:Island Press.
  8. González, C. A. R.,Batanero, J. M. F.(2016).A review of problem-based learning applied to engineering.International Journal on Advances in Education Research,3(1),14-31.
  9. Hamiza, WMZ W.,Williams, A.,Sher, W.(2017).Introducing PBL in engineering education: Challenges lecturers and students confront.International Journal of Engineering Education,33(3),974-983.
  10. Hatim, B.(2013).Teaching and researching translation.London:Routledge.
  11. Hmelo-Silver, C. E.(2004).Problem-based learning: What and how do students learn?.Educational Psychology Review,16(3),235-266.
  12. Kerkkä, K.(2009).Experiment in the application of problem-based learning to a translation course.VAKKI,36,216-227.
  13. Moro, C.,McLean, M.(2017).Supporting students’ transition to university and problem-based learning.Medical Science Educator,27(2),353-361.
  14. Sánchez-Gijón, P.,Aguilar-Amat, A.,Mesa-Lao, B.,Solé, M. P.(2009).Applying terminology knowledge to translation: Problem-based learning for a degree in translation and interpreting.Terminology: International Journal of Theoretical and Applied Issues in Specialized Communication,15(1),105-118.
  15. Scholkmann, Antonia A.(2020).Why don't we all just do the same? Understanding variation in PBL implementation from the perspective of translation theory.Interdisciplinary Journal of Problem-based Learning,14(2)
  16. Swanwick, T.(Ed.)(2010).Evidence, Theory and Practice.UK:Association for the Study of Medical Education.
  17. Vernon, D. T.,Blake, R. L.(1993).Does problem-based learning work? A meta-analysis of evaluative research.Academic Medicine,68(7),550-563.
  18. Wood, D. F.(2003).ABC of learning and teaching in medicine: Problem based learning.British Medical Journal,326(7384),328-330.
  19. Zheng, Yingxue(2013).The motivation of problem-based teaching and learning in translation.English Language Teaching,6(4),120-125.
  20. 余蘭(2012)。電腦輔助問題導向學習對學生英語學習方法影響的實踐調查。赤峰學院學報：自然科學版，2012(4)，242-244。
  21. 吳潛誠(1982).中英翻譯：對比分析法.台北:文鶴.
  22. 李姿儀,吳碩禹,張思婷(2017).英譯中基礎練習：18 種翻譯技巧實戰演練.台北:眾文.
  23. 李靜欣(2020)。基於 PBL 的商務英語翻譯教學模式探究。英語教師，2020(15)，24-26。
  24. 周兆祥(1996).翻譯初階.台北:書林.
  25. 思果(2005).翻譯研究.台北:大地.
  26. 孫述宇,金聖華(1977).英譯中英漢翻譯手冊.台北:聯經.
  27. 張娜(2014)。以問題為導向的教學活動在英語精讀課中的應用—一項基於建構主義學習觀的行動研究。北方工業大學學報，26(2)，52-56。
  28. 張培基(2003).英漢翻譯教程.台北:書林.
  29. 張晶(2012)。基於 Blackboard 網路平台下的中醫英語翻譯教學模式探究。西部中醫藥，2012(3)，39-40。
  30. 黃宣範(1978).中英翻譯：理論與實踐.台北:文鶴.
  31. 楊曉華(2012)。問題為本學習的翻譯教學研究——以 MTI 文化翻譯課程為例。中國翻譯，2012(1)，35-39。
  32. 葉子南(2013).英漢翻譯理論與實踐.台北:書林.
  33. 廖柏森(2013).英中筆譯 1：基礎翻譯理論與技巧.台北:眾文.
  34. 廖柏森(2007).英語與翻譯之教學.台北:秀威資訊.
  35. 廖柏森(2012).翻譯教學論集.台北:新銳文創.
  36. 趙軍(2013)。PBL 模式在商務英語翻譯教學中的應用實踐研究。長春教育學院學報，2013(21)，86-87。
  37. 劉立香,李德朝(2019)。PBL 與翻譯教學：案例分析與啟示。外語與翻譯，2019(4)，73-79。
  38. 戴雲卿(2019)。「問題導向的資訊融入小組合作學習」對國小學生英語學習態度影響之研究。臺灣教育評論月刊，8(3)，290-298。
被引用次数
  1. (2024).To Group or Not to Group in Basic Translation Technique Training.教育科學期刊,23(1),51-80.
print cancel