頁籤選單縮合
題名 | Student Perceptions of Learning Translation: Chinese to English and English to Chinese= |
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作者 | Chen, Han-shin; Jenkins, John R.; Li, Ju-lin; Lin, Yu-chin; Pang, Man-ming; |
期刊 | Journal of Applied English |
出版日期 | 20080800 |
卷期 | 1 2008.08[民97.08] |
頁次 | 頁67-95 |
分類號 | 805.17 |
語文 | eng |
關鍵詞 | Language barrier; Translation teaching methods; Interpretation; Source language; Target language; Geographical barrier; International language; |
英文摘要 | Translation has become the fifth principle skill in terms of language acquisition in addition to listening, speaking, reading, and writing although the use of translation as an English teaching tool has experienced a somewhat tenuous history. The processes involved in translation analyze the source language’s grammatical structure to acquire the meaning of the whole text, and then translates that meaning into the target language through digesting and comprehending the target language (Perkins, 1985). As such, comprehensive translation ability is helpful in developing the students’ English writing and composition skills. Despite the seemingly obvious benefit of translation as a teaching tool, the study of the theories, principles, and techniques of translation has experienced a controversial history resulting in the inconsistent application of translation as a teaching tool. Because of this relative lack of theoretical knowledge compared to creative writing for example, translation is far more difficult to teach and learn than composition, in part, due to the high level of second language proficiency demanded in translation. Furthermore, translation and interpretation are two sides of one coin. Translation is the cornerstone of interpretation, and only if students make every effort to learn the principles translation will their interpretation skills become stronger through this process. Translation can be seen as a method of learning and a skill to be developed that requires a comprehensive understanding of both languages and cultures involved in the translation process. Students also need to understand the components of quality translation and use those components to enhance their language learning experience. The purpose of this quantitative research was to identify what perceptions students possessed concerning the importance of translation as a learning tool, determine how students solve translation problems, and to identify what tools and teaching methodologies were considered important by the respondents. Respondents answered 15 questions related to the theory, principles, and to the problem solving methods used in the application of translation techniques scaled from 1 meaning unimportant to 5 meaning very important. Thirteen demographic type questions such as gender, school attended, and age were also included in the survey. Descriptive statistics, independent sample t tests, and stepwise multiple linear regression statistical techniques were applied to the data to analysis the importance of translation for English majors as perceived by the respondents. Differences between gender and school attended were analyzed using independent sample t tests to compare means. Also, linear regression analysis was used to identify variables that significantly influence how important the respondents considered translation for English major students. The 133 respondents were involved in a class size interview format where they were guided in answering the survey questions. Students from the Applied English Departments at one university and one technical college enrolled in 5 different translation classes participated in the survey. All of the respondents have studied English for 6 years or longer. The results of the data analysis indicate that students have a poor understanding of translation theory and the essential components of quality translation. Furthermore, the results indicate that students do not take personal responsibility for their learning, but depend too much on the teacher and class lectures from which they learn translation skills and the English language. The results are alarming in the sense that students appear to be unmotivated to make a serious effort in learning English or learning translation skills while depending on classroom instruction only to improve their English and translation skills. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。