查詢結果分析
來源資料
相關文獻
- Roles of Intra- and Inter-language Translation in Reading Comprehension: Promoting or Inhibiting
- 雙語學童中、英文閱讀理解寫作能力之相關性探討
- 從伯多祿的譯文看澳門早期的翻譯風格--澳門理工學院語言暨翻譯高等學校百年史研究之六
- 108課綱第四學習階段國語文閱讀素養線上評量之建構
- 建構臺灣「沃土」雙語模式:中等教育階段的現狀與未來發展
- 中共初級檔案管理人員培訓制度之探討
- 翻譯與階級鬥爭:論1929年魯迅與梁實秋的論爭
- 測量工具之翻譯與效度
- Crossing Frontiers: Diaspora Identity in the Satanic Verses
- 語體風格可譯性之初探--以中日文版光華「新聞眼」的新聞體為分析對象
頁籤選單縮合
題 名 | Roles of Intra- and Inter-language Translation in Reading Comprehension: Promoting or Inhibiting=單語及雙語間翻譯對閱讀理解的影響 |
---|---|
作 者 | 姚嘉苓; | 書刊名 | 靜宜語文論叢 |
卷 期 | 3:1 2009.12[民98.12] |
頁 次 | 頁45-77 |
分類號 | 805.1 |
關鍵詞 | 閱讀理解; 雙語教育; 中等教育; 閱讀第二語言; 翻譯; Reading comprehension; Bilingual education; Secondary education; Second language reading; Translation; |
語 文 | 英文(English) |
中文摘要 | 本計劃融合質化與量化研究方法,歷經兩年,主要探討翻譯與閱讀文言、英語之間的關係,即是翻譯在閱讀時所扮演的角色。理論架構採用高達美詮釋學與維高斯基社會文化論。總共有一百五十二位高中學生及八位語文教師參與本項研究。資料包括中、英文閱讀測驗卷、翻譯策略運用問卷、有聲思考、訪談等。分析方法為相關及經常比較法。研究結果顯示:(一)單一語言間、雙語間翻譯策略的使用皆與文意理解成正向並顯著的關聯;(二)逐字逐句翻譯可幫助學生瞭解文章字面上的含意,然而過於依賴容易產生扭曲文意的現象;(三)翻譯策略的運用除了解決閱讀時語言上的困難,它也被視為是兩種文化、歷史的橋樑。 |
英文摘要 | This two-year study integrated both qualitative and quantitative approaches to examine the role of translation in reading classical Chinese and English texts. Gadamer’s theory of hermeneutic experience (Gadamer, 1973, 1977, 1960/1989) and the Vygotskian social-cultural theory (Vygotsky, 1981, 1986, 1987) provided the frameworks for this study. A total of 152 high-school students and 8 teachers participated in the study. Quantitative data were obtained from reading comprehension tests and translation surveys, while qualitative data were gathered from think-aloud protocols and interviews. Correlational analysis and the constant comparative method (Glaser & Strauss, 1967) were used for data analyses. Three prominent findings emerged from these data analyses. Both intra- and inter-language translation appeared to have positive and significant associations with reading comprehension across both languages. Additionally, translation can be a strategy to enhance literal comprehension; however, readers should not rely on it heavily in part because of the differences between languages themselves. At last, the views and ideas expressed by the participating teachers regarding how a reader should approach ancient literary Chinese uncover a sociocultural dimension of reading. Translation can also be viewed as a bridge between two cultures and two histories. |
本系統中英文摘要資訊取自各篇刊載內容。