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頁籤選單縮合
題 名 | Complementary Relevance of Machine Translation to Human Translation: A Theoretical Study=機器翻譯與人工翻譯之互補關係--理論探究 |
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作 者 | 史宗玲; | 書刊名 | 英語教學 |
卷 期 | 27:1 2002.07[民91.07] |
頁 次 | 頁85-102 |
分類號 | 818.7 |
關鍵詞 | 人工與機器整合之翻譯學習; 機器翻譯; 人工翻譯; 互補關係; MT; HT; Complementary relationship; Hybrid-MT-and-HT learning scheme; |
語 文 | 英文(English) |
中文摘要 | 本研究為一實驗研究,其實驗設計採前實驗設計(pre-experimental design)之單組個案研究(the one-shot case study)或稱為後測單組設計(one-group posttest-only design)。以高雄市某國中特教班六位學生為對象。旨在探討寫作認知策略教學對智能障礙學生寫作表現之影響。 本研究主要發現如下: (一)經由實驗教學後,受試學生在記敘文體的寫作上有明顯進步。寫作認知策略教學能增進高功能智障學生的寫作基本概念及能力,提昇其寫作表現。 (二)受試學生經由實驗教學後,皆具有寫作的基本概念及如何編排或構成一篇文章,並增進其語文能力。 (三)經實驗教學後,學生在日記的撰寫上有明顯進步,也知道如何寫作文及使用文句通順表達自己的意見、思想及所見所聞。 (四)教導學困與智障學生相關學習策略,有其必要及重要性。教師應充實自我知能,熟悉各項教學策略,以協助學生克服學習困境或障礙,增進其學習效果。 本研究提出以下建議供相關單位及人員參考: (一)教師應積極充實教學知能,熟悉有效教學策略,進行適性、有效之教學,以協助學生作有效學習、增進學習效果。 (二)寫作認知策略教學是一有效的教學或學習策略,相關單位及人員應熟悉及推展。 (三)在未來研究上,可以其它類型的文體(如說明文、應用文等)或針對寫作某一部份技巧(如撰寫大意、組織及編排、修改等)來從事實驗教學;也可針對智障學生的語文能力訓練,將此策略作一調整進行實驗教學,以了解其成效。 |
英文摘要 | This research conducted pre-experimental design with one-group posttest-only design to examine the influence of Cognitive Strategy Instruction in Writing (CSIW) on the performance of writing of mental retardation students. The samples of this study were six high functional mental retardation students of special class of junior high school in Kaohsiung. The findings of this study are described as followings: First, CSIW is helpful for promoting students' qualities of writing and writing performance. Second, CSIW is helpful for promoting students' comprehension of writing and learning how to write an article. Third, CSIW is helpful for promoting students' ability of writing the dairy. Forth, this study revealed the needs of strategy instruction in writing or learning for mental retardation students. According to the results of this research, several suggestions are provided as the followings: 1.CSIW can promote mental retardation students' qualities of writing and writing performance, and enhance their abilities of language. Thus, the administrators and educators are suggested to implement CSIW in writing instruction for students. 2.The traditional methods of writing instruction can not meet the needs of students; and teachers should conduct the process-oriented CSIW in classes. 3.The further studies can conduct the study on specific stages or abilities of writing. After minor modification in curricula and learning process, CSIW can also be implemented on the other types of writing. |
本系統中英文摘要資訊取自各篇刊載內容。