雙語言及雙文化意識之養成
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Date
2013-06-??
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英語學系
Department of English, NTNU
Department of English, NTNU
Abstract
本研究建議實施混成翻譯教學法，以加強學生雙語言及雙文化之意識。此教學法分成三階段：(1) 語內翻譯乃是將自然漢語文本改寫成控制性漢語；(2) 語際翻譯藉由機器將控制性漢語文本譯成英語；及(3) 後機器翻譯編輯。課程之始，教師必須提供控制性漢語規則，作為改寫文本之指引。經調查，結果顯示多數學生認為翻譯/改寫文化用語比句法及文法層面更為困難。然而，經翻譯訓練後，學生譯文錯誤已大幅減少。此證實英語教學中實施語內及語際混成翻譯教學法之效益。
This research proposes a hybrid translation teaching approach to fostering students’bilingual and bicultural sense in the languagelearning classroom. Hybrid translation consists of intra-linguistic translation that adapts a cultural text from general Chinese (GC) into controlled Chinese (CC) in the first phase; inter-linguistic translation that translates a controlled text from Chinese into English through machine translation (MT) application in the second, and student post-MT editing in the third. Unlike the conventional translation method, this approach adds the steps of translating from GC into CC, and the application of machinetranslation as a self-checking tool. At the outset of class, a set of CC rules in the syntactical, grammatical and cultural aspects were provided as guidelines. To investigate the pedagogical effectiveness and students’ reception, the errors in student assignments were analyzed, and a questionnaire was administered.The findings showed that intra-linguistic translation of cultural references was more challenging than that of syntactical and grammatical areas, but the number of student translation errors was significantly reduced after the training in hybrid translation. This research thus suggests that the educational goal of developing students’bilingual and bicultural senses can be achieved by teaching/learning English through the hybrid intraand- inter-linguistic translation.
This research proposes a hybrid translation teaching approach to fostering students’bilingual and bicultural sense in the languagelearning classroom. Hybrid translation consists of intra-linguistic translation that adapts a cultural text from general Chinese (GC) into controlled Chinese (CC) in the first phase; inter-linguistic translation that translates a controlled text from Chinese into English through machine translation (MT) application in the second, and student post-MT editing in the third. Unlike the conventional translation method, this approach adds the steps of translating from GC into CC, and the application of machinetranslation as a self-checking tool. At the outset of class, a set of CC rules in the syntactical, grammatical and cultural aspects were provided as guidelines. To investigate the pedagogical effectiveness and students’ reception, the errors in student assignments were analyzed, and a questionnaire was administered.The findings showed that intra-linguistic translation of cultural references was more challenging than that of syntactical and grammatical areas, but the number of student translation errors was significantly reduced after the training in hybrid translation. This research thus suggests that the educational goal of developing students’bilingual and bicultural senses can be achieved by teaching/learning English through the hybrid intraand- inter-linguistic translation.