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| 研究生： |
翁祥景 Weng, Hsiang-Ching |
|---|---|
| 論文名稱： |
“鏡相詞序”的講授對台灣國中學生中文英譯的影響 The effect of imparting mirror image phenomenon on the performance of Chinese-English translation of junior high school students in Taiwan |
| 指導教授： |
黃麗儀
Huang, Li-Yi |
| 學位類別： |
碩士
Master |
| 系所名稱： |
外國語文學院 - 英國語文學系 Department of English |
| 論文出版年： | 2002 |
| 畢業學年度： | 90 |
| 語文別： | 英文 |
| 論文頁數： | 125 |
| 相關次數： | 點閱：193 下載：91 |
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本論文目的在研究鏡相詞庫的講授對台灣國中學生中文英譯是否有影響。鏡相詞庫是指兩種語言在同義句中出現詞庫排列相反的現象。
在長達七個月的研究中，有一班三十四位國三學生接受鏡相詞庫的講授，而另一班三十四位國三學生則藉由翻譯練習，自己歸納出詞庫的規則。本研究的對象為台灣台北市的國中學生。
本研究首先經由前測，從四個國三班級中選出兩班做為本實驗對象。而後的七次形成性評量則做為決定這七種與鏡相詞序相關的英語句式難易順序的依據。最後經由後測，以了解兩班學生在前測與後測的表現有無顯著差異。除此之外，從學生的中翻英過程報告中，彙整出不同程度學生在翻譯時不同的翻譯策略。而從學生的英語學習資歷調查表中，確認英語學習年數與翻譯表現的相關性。
本研究歸納土六個發現：
(1)在國中英語教學中，鏡相詞庫的講授對學生是有助益的，特別是對低程度的學生。
(2)鏡相詞庫的講授能促進學生習得一些英語句式，特別是在學習地方副詞，情狀副詞與名後介詞K語方面。
(3)與鏡相詞序相關的句式其難易程度順序如下：關係代名詞子句＞名後介詞片語＞被動式＞情狀副詞＞時間副詞＝地方副詞＞存在句
(4)在翻譯的表現上，男女學生並無顯著差異。
(5)整體而言，學生的英語學習年數與其在翻譯上的表現有顯著相關。
(6)不同程度的學生有其不同的翻譯策略。低程度的學生習慣逐字對照翻譯，而中等程度的學生會運用基本的英語句式，也曾注意英語詞素。至於高程度的學生則對時態與特殊的句式多所注意。
實驗分析的結果發現，鏡相詞庫的講授確實對國中生中文英譯的表現有明顯的幫助。同時，國中英語教師在教學時最好能參照句式的難易度順序來設計多元教學活動，以期能達到更佳的教學成效。
The study aims to investigate the effect of imparting mirror image phenomenon on the performance of Chinese-English translation of junior high school students in Taiwan. Mirror image phenomenon occurs when two different languages show the opposite word order between the corresponding sentences.
Over seven months, a class of thirty-four third-year junior high school students received explicit formal instruction related to mirror image phenomenon, while the other class of thirty-four junior high school students did translation exercises to induce the language patterns with regard to mirror image phenomenon by themselves. The two classes of subjects are chosen from ajunior high school in Taipei, Taiwan.
A pretest was given to four classes of junior high school students to determine the subjects of this study. Seven formative tests were designed to find out the difficulty levels of these seven language patterns related to mirror image phenomenon. A post-test was made to see whether the formal instruction on mirror image phenomenon enhances the students' performance of Chinese-English translation.Students' translation process reports were collected to sort out the translating strategies of multi-level students. And students' learning background sheets were collected to find the correlations between the number of year of language learning and the translation performance.
This research finds that:
(1) The explicit instruction on mirror image injunior high school is helpful to the subjects, especially the low level subjects.
(2) The explicit instruction of mirror image phenomenon can facilitate students to acquire some English linguistic patterns, especially adverbs of place, adverbs of manner, and post-noun prepositional phrases.
(3) The hierarchy of difficulties in linguistic patterns is presented as follows: Relative CI.>Post-noun P. P.>Passive S>Adv ofmanner>Adv oftime=Adv ofplace>Exist. S.
(4) Gender does not play any significant role in the performance of language translation.
(5) The number of year of language learning is highly correlated with the performance of language translation.
(6) Different level of students has different translating strategies. The low level learners translate verbatim, the middle level learners apply basic sentence patterns and pay attention to grammatical morphemes, and the high level learners take heed of tense and aspect and specific sentence patterns.
These findings indicate that the instruction of mirror image phenomenon improves students' performance of language translation more than the students' self-induction. Moreover, it is advised that junior high school teachers design various teaching methods and activities according to the order of difficulty of the language patterns to make their students acquire the patterns better.
Chapter 1.Introduction-----1
1.1 Motivation-----1
1.2 Research Questions-----2
1.3 Organization and Terms Explained-----3
Chapter 2. Literature Review-----5
2.1 Contrastive Analysis-----5
2.2 Error Analysis-----6
2.3 Basic Word Order-----7
2.4 Mirror Image Phenomenon-----8
2.4.1 Modifiers of Nouns-----9
2.4.2 Modifiers of Verbs-----10
2.4.3 Existential Sentences-----12
2.4.4 Passive Sentences-----12
2.5 Formal Instruction vs. Self-induction-----13
2.6 Form-focused Instruction and Language Learning-----16
2.7 Cognitive Activity in the Process of Language Translation-----19
2.8 Summary-----20
Chapter 3. Research Design-----21
3.1 Subjects-----21
3.1.1 Students' Learning Background Sheets-----22
3.1.2 Students' Translation Process Reports-----22
3.1.3 Students' Profiles-----23
3.2 The Instructor-----23
3.2.1 Teaching Plans-----23
3.2.2 Instructor's Self-evaluation-----24
3.3 Teaching Materials-----24
3.3.1 Teaching Topic: Mirror Image Phenomenon-----25
3.3.2 Textbook-----25
3.4 Testing-----26
3.4.1 Pre-test-----26
3.4.2 Formative Tests-----26
3.4.3 Post-test-----27
3.4.4 Grading-----27
3.4.5 Scoring-----28
3.5 Formal Instruction vs. Self-induction-----28
3.6 Statistics-----29
3.7 Summary-----30
Chapter 4.Data Analysis-----32
4.1 Pretest and Post-test
4.1.1 The Pretest
4.1.2 The Post-test-----34
4.1.3 The Comparison between Pretest and Post-test in the Same Class-----35
4.1.4 The Comparison between Pretest and Post-test of the Two Classes-----38
4.1.5 Gender-----43
4.1.6 The Improvement in Mirror Image Phenomenon of the Two Classes-----46
4.1.7 The Connection Between Years and Grades-----48
4.2 Formative Tests-----53
4.2.1 The Order of Difficulty-----53
4.2.2 Better-acquired Patterns by the Experimental Class-----58
4.3 Translating Strategies in the Process of Language Translation-----61
4.4 Summary-----62
Chapter 5. An Implication of the Research Results-----64
5.1 Integration of the Instruction of Mirror Image Phenomenon into Form-focus Instruction-----64
5.2 Teaching Mirror Image Phenomenon in Language Translation Class-----65
5.3 Suggested Teaching Steps of Imparting Relative Clauses-----66
Chapter 6. Conclusion and Topics for Further Research-----69
Appendixes
A. Students' Learning Background Sheet-----72
B. Students' Translation Process Report-----73
C. A Sample of Teaching Plan for Imparting Mirror Image Phenomenon-----74
D. Pre-test and Answers-----75
E. Formative Tests and Answers-----77
F. Post-test and Answers-----84
G. Errors in Mirror Image by Subjects-----86
Works Cited-----116
Table 1 Relationships Between Instruction and L2 Acquisition-----15
Table 2 A Comparison of Four Classes on the Performance of the Pretest-----34
Table 3 The Difference Between Pretest and Post-test of the Experimental Class-----35
Table 4 The Correlations Between Pretest and Post-test of the Experimental Class-----36
Table 5 The Level of Significance Between Pretest and Post-test of the Experimental Class-----36
Table 6 The Difference Between Pretest and Post-test of the Control Class-----37
Table 7 The Correlations Between Pretest and Post-test of the Control Class-----37
Table 8 The Level of Significance Between Pretest and Post-test of the Control Class-----37
Table 9 The Average Number of Errors in Mirror Image Phenomenon of the Two Classes-----39
Table 10 The Difference Between Pretest and Post-test of the Multi-level Subjects of the Two Classes-----40
Table 11 A Comparison of The Two Classes' Performance in Pretest-----41
Table 12 The Level of Significance of the Two Classes in Pretest-----41
Table 13 A Comparison of The Two Classes' Performance in Post-test-----42
Table 14 The Level of Significance oftheTwo Classes in Post-test-----42
Table 15 A Comparison of the Subjects' Performance Between Two Genders in Pretest-----44
Table 16 The Level of Significance of the Subjects' Performance Between Two Genders in Pretest-----44
Table 17 A Comparison of the Subjects' Performance Between Two Genders in Post-test-----45
Table 18 The Level of Significance of the Subjects' Performance Between Two Genders in Post-test-----45
Table 19 The Average Number of Errors in Mirror Image Phenomenon in the Experimental Class-----46
Table 20 The Average Number of Errors in Mirror Image Phenomenon in the Control Class-----47
Table 21 A Comparison of Errors in Mirror Image Phenomenon In the Two Classes-----47
Table 22 Correlations Between the Grades of the Experimental Class and the Number of English Learning Years-----48
Table 23 Correlations Between the Grades of the Low-level Group in the Experimental Class and the Number of English Learning Years-----.........49
Table 24 Correlations Between the Grades of the Middle-level Group in the Experimental Class and the Number of English Learning Years-----49
Table 25 Correlations Between the Grades of the High-level Group in the Experimental Class and the Number of English Learning Years-----50
Table 26 Correlations Between the Grades of the Control class and the Number of English Learning Years-----50
Table 27 Correlations Between the Grades of the Low-level Group in the Control Class and the Number of English Learning Years-----51
Table 28 Correlations Between the Grades of the Middle-level Group in the Control Class and the Number of English Learning Years-----51
Table 29 Correlations Between the Grades of the High-level Group in the Control Class and the Number of English Learning Years-----52
Table 30 A Comparison of Correct Performance in Mirror Image Phenomenon of Both Classes on Formative Tests-----54
Table 31 The Order of Difficulties of English Patterns Related to Mirror Image Phenomenon-----55
Table 32 A Comparison of All Subjects' Performance on Formative Tests Between the Two Classes-----59