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題 名 | Translation-Based Grammar Instruction=翻譯策略之文法教學 |
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作 者 | 史宗玲; | 書刊名 | 健行學報 |
卷 期 | 19:1 1999.12[民88.12] |
頁 次 | 頁143-160 |
分類號 | 818.7 |
關鍵詞 | 跨語言或混合語言; 翻譯策略; 文法教學; 雙語敏感性; Interlanguage; Translation strategy; Grammar instruction; Bilingual sensitivity; |
語 文 | 英文(English) |
中文摘要 | 由於母語的介入及扦格,使得許多初學英語者, 在說寫方面呈現 Interlanguage (跨語言或混合語言)的錯誤。為了排除或減輕此方面的外國語言學習之障礙,我們可以施 行翻譯教學;其目的是讓學生從解構及建構兩種語言符碼的雙重步驟中,去分辨母語與英語 的結構差異性,並藉著母語文法為媒介,從中更清楚地認知英語文法之規則。基於上因,此 篇文章將論述如何應用翻譯策略來教導初級英語學生學習英文文法。然而我們需強調一點, 此教學方法絕非鼓勵學生先以母語思考,然後再將其譯成英文。我們的重點是培養學生的雙 語敏感性( bilingual sensitivity ), 使能其自我審查跨語言或混合語言( Interlanguage )的錯誤,並以正確的英文文法之規則去修正錯誤。 |
英文摘要 | Many elementary-level English learners are annoyed by the interference from their native language that causes the mistakes of Interlanguage either in writing or speaking. To dismiss or reduce the obstacle caused by the direct, unconscious transfer from the mother tongue, we may apply the translation strategy, which resorts to a dual process of decoding and encoding from the native language into the target language, to help students distinguish between the two linguistic systems. Then, by utilizing a cross-language comparison, teachers can guids students to a clear identification with English grammatical rules in terms of Mandarin linguistic rules. This paper thus argues for the alternative function of translation strategy applied for grammar instruction to the low-level EFL learners. Never-theless, it must be stressed that this approach does not aim to encourage students' composing English scripts in their native language first, followed by the immediate translation into English. Its very goal, instead, attempts to develop students' bilingual sensitivity with which they may self-check their Interlanguage errors and correct them with accurate and proper knowledge of English grammatical rules. |
本系統中英文摘要資訊取自各篇刊載內容。