English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113311/144292 (79%)
Visitors : 50915164      Online Users : 781
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/132482


    Title: CHINESE-TO-ENGLISH BACK-INTERPRETING PRACTICE IN THE UNDERGRADUATE EFL CLASSROOM: TASK DESIGN AND LEARNERS` PERSPECTIVES
    大學部EFL課堂上口譯形式的中進英回譯練習：任務設計與學習者觀點
    Authors: 吳茵茵
    Wu, Yinyin
    Contributors: 臺灣英語教學期刊
    Keywords: Chinese-to-English back-interpreting ； materials for English oral training ； task-based language teaching ； 中進英回譯 ； 英語口語訓練教材 ； 任務教學法
    Date: 2019-04
    Issue Date: 2020-11-11 15:11:12 (UTC+8)
    Abstract: Back-interpreting practice refers to interpreting the translated version of a speech back to its source language. The learning opportunities provided by back-interpreting practice can be explained by Swain`s (1985) comprehensible output hypothesis, Laufer and Hulstijn`s (2001) involvement load hypothesis, and Schmidt`s (1990) noticing hypothesis. In the present study, back-interpreting tasks, blended regularly into the undergraduate EFL classroom for 12 weeks, involved 43 high-intermediate to advanced learners working in pairs and interpreting the Chinese translation of English spoken discourse back into English. They then learned useful expressions from the original English discourse before discussing relevant topics in small groups. Two task types-role plays and chain games- were created to avoid monotony. Qualitative data from focus-group interviews were analyzed to understand 12 lower-level speakers` and 11 higher-level speakers` perceptions of the two task types and of the practice in general. Results showed that the format of role plays primed learners to put themselves in the listeners` shoes by focusing on the gist and avoiding literal interpretation. However, the problem of incomprehensibility still existed for some lower-level speakers, and some higher-level speakers might have slacked off by being vague, failing to exhaust their linguistic resources. On the other hand, chain games engaged learners more because higher concentration, faster responses, and language flexibility were required. The format also facilitated more collaboration and peer-learning. Back-interpreting practice exposed learners` blind spots and enhanced their awareness of native-like expressions. The practice may address the challenges of large class size and heterogeneous oral proficiency levels witnessed in EFL contexts.
    口譯形式的回譯練習，是把已經翻譯完成的演說，用口譯的方式翻回原語言。回譯練習帶來的學習機會可由以下三種理論解釋：Swain（1985）之可理解輸出假設、Laufer and Hulstijn（2001）之投入量假設，以及Schmidt（1990）之注意假設。在本研究裡，回譯練習在大學部EFL課堂上固定實施，為期12週，參與者為43位中高級至高級程度的英語學習者。練習方式為兩人一組，把英語口語語篇的中文譯稿用口譯的方式翻回英語，再從英語原文當中學習實用的表達方式，最後小組討論相關議題。為了避免單調，研究者設計兩種任務類型：角色扮演及接龍遊戲。本研究採用焦點團體訪談及質性資料分析的研究方法，探索12位口語程度較低者與11位口語程度較高者對於兩種任務類型及整體回譯練習的想法。分析結果顯示角色扮演的形式促使學習者為聽者著想而著眼大意、避免直譯。然而，有些口語程度較低者仍有可能譯得令人難以理解，或聽不太懂對方的口譯。有些口語程度較高者則可能偷懶而粗略帶過，沒有窮盡自身的語言資源。另一方面，接龍遊戲讓學習者更為投入，因為必須更為專注、反應更快、語言更為靈活。接龍的形式也促進互助合作與同儕學習。口譯形式的回譯練習暴露學習者的盲點，提升他們對於道地表達方式的意識。EFL情境裡可能遇到的挑戰為班級人數過多及學生口語程度不一，而口譯形式的回譯練習有助於教師面對這兩項難題。
    Relation: 臺灣英語教學期刊, 16(1), 67-98
    Data Type: article
    DOI 連結: https://doi.org/10.30397/TJTESOL.201904_16(1).0003
    DOI: 10.30397/TJTESOL.201904_16(1).0003
    Appears in Collections:[臺灣英語教學期刊 THCI] 期刊論文

    Files in This Item:

    File Description SizeFormat
    3.pdf1492KbAdobe PDF2211View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback