應用卡通動畫作為口譯課程輔助教材之研究｜國立臺灣科技大學博碩士論文系統

簡易檢索 / 詳目顯示

回結果列表

研究生：	陳仲瑄 Chung-Hsuan Chen
論文名稱：	應用卡通動畫作為口譯課程輔助教材之研究 Application of Animated Cartoon as Supplementary Teaching Materials in the Interpretation Class
指導教授：	陳聖傑 Sheng-Jie Chen
口試委員:	鄧慧君 Huei-Chun Teng 賀一平 I-Ping Ho
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 應用外語系 Department of Applied Foreign Languages
論文出版年：	2019
畢業學年度：	107
語文別：	英文
論文頁數：	109
中文關鍵詞：	口譯課程設計、口譯員訓練、卡通動畫、輔助教材
外文關鍵詞：	interpreting course design, interpreter training, animated cartoons, supplementary materials
相關次數：	點閱：300 下載：0
分享至:	分享至facebook 分享至twitter

查詢本校圖書館目錄查詢臺灣博碩士論文知識加值系統勘誤回報

近年來，傳統教材與創意輔助教材的結合已然成為趨勢，本研究之目的主要係探討研究生於口譯課程中，將卡通動畫作為其輔助教材之相關應用情形。過去雖已有許多研究針對各種應用於口譯訓練的教材進行探討，然目前對於將卡通動畫作為口譯訓練的輔助教材之相關研究甚少。本研究即透過回答以下兩個研究問題，彌補此領域之研究缺口:(1)學生在口譯課程中對於卡通動畫的看法為何? (2)卡通動畫如何影響學生的學習動機與表現?本研究之研究對象為十三名來自臺灣北部一所科技大學之碩士課程口譯班主修英文的學生，輔助教材則為一美國成人科幻情境喜劇系列動畫『瑞克和莫蒂』。本研究係採混合方法分析多個來源的數據，包含半結構式訪談、基於 ARCS 動機模式(注意力、相關性、信心、滿意度)所設計之線上問卷，並將期中、期末評鑑分別作為本研究之前、後測。研究結果指出，將卡通動畫作為輔助教材應用於口譯課程中，不僅可成功緩解口譯課程中的緊張氛圍，甚至有效提高學生於課堂上的注意力，進而使學生對自身更具信心，並因此有更好的口譯表現。

A trend towards combining traditional teaching materials with creative supplementary educational materials emerges in recent years. The purpose of the study is to investigate the application of using animated cartoon as supplementary teaching materials in the interpretation class on graduate students. Previous studies have proposed the use of various materials in interpreter training. However, very few of them have investigated the use of animated cartoon as supplementary teaching materials in students’ interpreting training. To bridge this gap, two research questions are proposed: (1) What were the students’ perceptions of animated cartoons in an interpreting class? (2) How did animated cartoon influence students’ motivation and performance? The series “Rick and Morty”, an American adult animated science fiction sitcom, was chosen as the supplementary teaching materials in this study. Thirteen English major students from an interpretation class of an MA program at a university of science and technology in Northern Taiwan participated in this class design. A mixed-method was applied to collect and analyze the data from multiple sources including a semi-structured interview, an online questionnaire which was designed based on ARCS (Attention, Relevance, Confidence and Satisfaction) model of motivational theories, mid-term and final exam, which was applied as pre-test and post-test in the study. The results indicated that applying animated cartoon as supplementary teaching materials in an interpretation class not only successfully released the nervous atmosphere during the class but also significantly raised students’ attention in interpreting, therefore, leading students to have more confidence in themselves and hence perform better.

TABLE OF CONTENTS
摘要.................................................................................................................................i
ABSTRACT................................................................................................................. ii
ACKNOWLEDGEMENTS .......................................................................................iv
LIST OF TABLES ......................................................................................................ix
CHAPTER ONE: INTRODUCTION ........................................................................1
1.1 Background of the study ..........................................................................................1
1.2 Purpose of the study.................................................................................................2
1.3 Definition of terms...................................................................................................3
1.4 Research questions...................................................................................................4
1.5 Significance of the study..........................................................................................4
1.6 Structure of the thesis...............................................................................................5
CHAPTER TWO: LITERATURE REVIEW...........................................................6
2.1 Introduction to interpretation ...................................................................................6
2.1.1 Modes of interpretation...................................................................................6
2.1.2 The history of interpretation ...........................................................................7
2.2 The anxiety among student interpreters...................................................................8
2.3 Aspects of anxiety toward interpreters ....................................................................9
2.3.1 Psychological anxiety .....................................................................................9
2.3.2 Physiological anxiety ....................................................................................10
2.3.3 Anxiety caused by the environment..............................................................10
2.3.4 Influence of anxiety on interpreters’ performance........................................11
2.4 The influence of animated cartoons on teaching ...................................................12
2.5 Advantages of subtitled video applied in language instruction .............................13
2.6 Theoretical Framework..........................................................................................15
2.6.1 Grounded theory ...........................................................................................16
2.6.2 ARCS model .................................................................................................17
2.7 Gap in the literature ...............................................................................................18
CHAPTER THREE: METHODOLOGY ...............................................................19
3.1 Research design .....................................................................................................19
3.2 Research Participants .............................................................................................22
3.2.1 The course instructor.....................................................................................24
3.2.2 Students’ previous interpreting experience in the interpretation class .........24
3.2.3 Students’ English proficiency in the interpretation class..............................25
3.3 Procedures of Research Activities .........................................................................26
3.3.1 Materials application prior to animated cartoons..........................................26
3.3.2 Supplementary training method using animated cartoons ............................30
3.3.3 Animated cartoons adopted in class..............................................................31
3.4 Research Instruments .............................................................................................32
3.4.1 Questionnaire ................................................................................................32
3.4.2 Interview .......................................................................................................33
3.4.3 Pre- and Post-test ..........................................................................................35
3.5 The Procedure of Data Collection and Analysis....................................................35
CHAPTER FOUR: RESULTS AND ANALYSIS ..................................................38
4.1 Interview results.....................................................................................................38
4.1.1 Students’ overall impressions of interpreting class ......................................38
4.1.2 Students’ anxiety level during traditional interpreting class.........................41
4.1.3 Students’ perceptions of animated cartoons in an interpreting class ............44
4.1.4 Students’ anxiety level during interpreting animated cartoons.....................45
4.1.5 Students’ self-evaluation about their motivation and performance ..............48
4.2 Questionnaire results..............................................................................................50
4.2.1 Students’ motivation development in interpreting with animated cartoons .50
4.2.2 Attention presence in Learning Motivation ..................................................52
4.2.3 Relevance presence in learning motivation ..................................................53
4.2.4 Confidence presence in learning motivation.................................................55
4.2.5 Satisfaction presence in learning motivation ................................................56
4.3 The midterm and final exam ..................................................................................57
4.3.1 The pre-test and the post-test ........................................................................58
CHAPTER FIVE: DISCUSSION AND CONCLUSION.......................................60
5.1 Findings and Discussion ........................................................................................60
5.1.1 Research Question One.................................................................................61
5.1.2 Research Question Two ................................................................................62
5.2 Pedagogical implications .......................................................................................64
5.3 Limitations of the study .........................................................................................65
5.4 Suggestions for future studies................................................................................65
5.5 Conclusion .............................................................................................................66
REFERENCES...........................................................................................................68
APPENDIX A: Interview Questions ........................................................................76
APPENDIX B: Class Syllabus ..................................................................................78
APPENDIX C: Task Evaluation Survey..................................................................95

LIST OF TABLES
Table 1 Procedure of the interpretation class...............................................................21
Table 2 Students’ background in the interpretation class ............................................22
Table 3 Interpreting-related topics provided for students in the interpretation class ..27
Table 4 Interview Questions ........................................................................................34
Table 5 Students’ overall impressions of interpreting class ........................................38
Table 6 Students’ anxiety level during traditional interpreting class ..........................41
Table 7 Students’ perceptions of animated cartoons in an interpreting class ..............44
Table 8 Students’ anxiety level during interpreting animated cartoons ......................45
Table 9 Students’ self-evaluation about their motivation and performance................48
Table 10 Students’ self-evaluation on their learning in the interpretation class..........51
Table 11 Statistical descriptions for attention oriented items......................................53
Table 12 Statistical descriptions for relevance oriented items.....................................54
Table 13 Statistical descriptions for confidence oriented items ..................................55
Table 14 Statistical descriptions for satisfaction oriented items..................................56
Table 15 Descriptive statistics of the pre-test and the post-test...................................58
Table 16 Descriptive statistics of the attendance rate..................................................59

LIST OF FIGURES
Figure 1 Grounded theory phrases...............................................................................17
Figure 2 ARCS Model .................................................................................................18
Figure 3 Study structure...............................................................................................20
Figure 4 Data collection procedure..............................................................................36
                                

REFERENCES
Alexieva, Bistra (1997): A typology of interpreter-mediated events. e Translator. 3(2),153-174.
Araújo, V. L. S. (2008). The educational use of subtitled films in EFL teaching. The Didactics of Audiovisual Translation. Ámsterdam: John Benjamins, 227-238.
Arıkan, A., & Taraf, H. U. (2010). Contextualizing young learners’ English lessons with cartoons: Focus on grammar and vocabulary.Procedia-Social and Behavioral Sciences, 2(2), 5212-5215.
Ball, H. G. (1982). Who is Snoopy. In J. L. Thomas (Ed.), Cartoon and comic in the classroom: A reference for teachers and librarians (pp. 14–20). Littleton, CO: Libraries Unlimited.
Baxter, P., & Jack, S. (2008) Qualitative case study methodology: Study design and implementation for novice researchers. Retrieved June 18, 2015, from McMaster University
Bishop, M. J., & Cates, W. M. (2001). Theoretical foundations for sound’s use in multimedia instruction to enhance learning. Educational Technology Research and Development, 49(3), 5–22.
Boeije, H. (2002). A purposeful approach to the constant comparative method in the analysis of qualitative interviews. Quality and quantity, 36(4), 391-409.
68
Christoffels, I. K., De Groot, A. M., & Kroll, J. F. (2006). Memory and language skills in simultaneous interpreters: The role of expertise and language proficiency. Journal of Memory and Language, 54(3), 324-345.
Chao, Y. W. (2014). An exploratory study on university students’ perceptions of using digital storytelling to enhance English learning.
Chiu, I. H. (2015). Using English Songs as Supplementary Material in the interpretation Class.
Shih, Y.J. (2005). An Initial Investigation of Conference Interpreters' Personality Prefile and Anxiety Level. Master’s Thesis of Graduate Institute of Translation and Interpretation in National Taiwan Normal University, from https://hdl.handle.net/11296/7m8z98
Cohn N. (2014). The architecture of visual narrative comprehension: the interaction of narrative structure and page layout in understanding comics. Front Psychol. 5:680.
Cooper, C. L., Davies, R., & Tung, R. L. (1982). Interpreting stress: Sources of job stress among conference interpreters. Multilingual-Journal of Cross-Cultural and Interlanguage Communication, 1(2), 97-108.
Corbin, J. M., Strauss, A. (1990). Grounded theory research: Procedures, canons, and
evaluative criteria. Qualitative Sociology, 13(1), 3-21.
Coughlin, Josette (1988): Inside or between languages, oral communication equals
interpretation. In: L. D. Hammond, ed. Language at Crossroads. Proceedings of the 29th Annual Conference of the American Translators Association. Medford,
69

N.J.: Learned information, 105-113.
Creswell, J. W. (1994). Research design: Qualitative and quantitative approaches. Thousand Oaks, CA: SAGE Publications.
Creswell, J. (2003). Research design: Qualitative, quantitative and mixed methods approaches (2nd ed.). Thousand Oaks, CA: SAGE Publications.
Dalacosta K, Kamariotaki-Paparrigopoulou M, Palyvos J, Spyrellis N. (2009). Multimedia application with animated cartoons for teaching science in elementary education. Computer Education. 52,741–748.
Danan, M. (1992). Reversed subtitling and dual coding theory: New directions for foreign language instruction. Language Learning, 42(4), 497-527.
De Fren, M. (1988). Using cartoons to develop writing and thinking skills. Social Studies Journal,79, 221–224. 
Demetrulias, D. (1982). Gags, giggles, guffaws: using cartoons in the classroom. Journal of Reading, 26, 66–68. 
Diaz Cintas, J., & Cruz, M. F. (2008). Using subtitled video materials for foreign language instruction. 2008, 201-214.
Elsa B. Endrst, (1991). “Interpreters: Inside the Glass Booth” in UN Chronicle.
Eulie, J. (1969). Creating interest and developing understanding studies through
cartoon. Peabody Journal of Education, 46, 288–290. 
Francesca G. (1998). The Origins of Simultaneous Interpretation: The Nuremberg
Trial. University of Ottawa Press, Ottawa.
Gile, Daniel (1995): Basic Concepts and Models for Interpreter and Translator 70

Training. Amster- dam: John Benjamins.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Hawthorne, NY: Aldine Transaction.
Gomez C. (2014). Teaching physical geography at university with cartoons and comic strips: motivation, construction and usage. N Z Geog. 70, 140–145.
Gonzalez-Espada WJ. (2003). Integrating physical science and the graphic arts with scientifically accurate comic strips: rationale, description, and implementation. Rev Electron Ensenanza Las Ciencias. 2, 58–66.
Herbert, Jean (1952): e Interpreter’s Handbook: How to Become a Conference Interpreter. Geneva: Librairie de l’Université.
Horn, M. (1980). The world encyclopedia of cartoons (Vol. 1). New York: Chelsea House. 
Hosler J. (2010). The argument and evidence for comics in the classroom. Juniata Voices. 10, 41–47. 
Ivars, A. J., & Calatayud, D. P. (2001). “I FAILED BECAUSE I GOT VERY NERVOUS”. ANXIETY AND PERFORMANCE IN INTERPRETER TRAINEES: AN EMPIRICAL STUDY.
Junhasavasdikul, D., Sukhato, K., Srisangkaew, S., Theera-Ampornpunt, N., Anothaisintawee, T., Dellow, A., & T-REX group. (2017) Cartoon versus traditional self-study handouts for medical students: CARTOON randomized controlled trial. Medical Teacher, 39(8), 836-843
71

Keiser, Walter (1977): Selection and training of conference interpreters. In:D. Gerver and H. W. Sinaiko, eds. Language, Interpretation and Communication. New York: Plenum Press, 11-24.
Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.),
Instructional design theories and models: An overview of their current status
(pp. 383-434), Hillsdale, NJ: Lawrence Erlbaum Associates.
Keller, J. M. (2008). An integrative theory of motivation, volition, and performance.
Technology, Instruction, Cognition, and Learning, 6(2), 79-104.
Kishi Y, Matsumura T, Murishige N, Kodama Y, Hatanaka N, Takita M, Sakamoto K, Hamaki T, Kusumi E, Kobayashi K, et al. 2011. Internet- based survey on medical manga in Japan. Health Community. 26,676–678.
Klonowicz, Tatiana (1991): e e ort of simultaneous interpretation: It's been a hard day.... FIT Newsletter. 10(4), 446-457.
Klonowicz, Tatiana (1994): Putting one's heart into simultaneous interpretation. In: Sylvie Lambert and Barbara Moser-Mercer, eds. Bridging the gap: Empirical Research in Simultaneous Interpretation. Amsterdam: John Benjamins.
Kristiansen, A., (2001). Animation and teaching: Enhancing subjects from the curriculum by using "The Simpsons" in high school English teaching. Retrieved May 1, 2009, from http://www.snpp.com/other/papers/ak.paper.html
72

Kurz,I. (2003). Phusiological stress during simultaneous interpreting: a comparison of experts and novices. The Interpreters’ Newsletter, 12, 51-67.
Lazarus, R. S., & Launier, R. (1978). Stress-related transactions between person and environment. In Perspectives in interactional psychology (pp. 287-327). Springer, Boston, MA.
Leedy, P. D. (1993). Practical research: planning and design. New Jersey: Prentice-Hall.
Mackey, A., & Gass, S. (2005). Second language research: methodology and design. New Jersey: Lawrence Earlbaum Associates.
Mackintosh, J. (1995). A review of conference interpretation: Practice and training. Target. International Journal of Translation Studies, 7(1), 119-133.
Madden, M., Chung, P. W. H., & Dawson, C. W. (2008). The effect of a computer-based cartooning tool on children’s cartoons and written stories. Computers & Education, 51, 900–925. 
Mayer RE, Sims VK. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. J Education Psychol. 86, 389.
McNicol S. (2014). Humanising illness: presenting health information in educational comics. Med Humanity. 40, 49–55.
Moser-Mercer, Barbara (2003): Remote interpreting: Assessment of human factors and performance parameters. Visited 26 May 2005,
73

<http://www.aiic.net/ViewPage.cfm?page_ id=1125>.
Moser-Mercer, Barbara, Künzli, Alexander and Korac, Marina (1998): Prolonged
turns in interpreting: Effects on quality, physiological and psychological stress (pilot study). Interpreting: International Journal of Research and Practice in Interpreting. 3(1), 47-64.
Muse, K. (1984). The total cartoonists. Englewood Cliffs, NJ: Prentice-Hall.  Negrete A, Lartigue C. 2004. Learning from education to communicate science as a
good story. Endeavour. 28,120–124.
Peacock, A. (1995). An agenda for research on text material in primary science for second language learners of English in developing countries. Journal of Multilingual and Multicultural Development, 16, 389–401. 
Philippe, R. (1980). Political graphics: Art as a weapon. New York: Abbeville. Riccardi, A., Marinuzzi, G., & Zecchin, S. (1996). Interpretation and stress. iv,28, 93.
Roland, Ruth A. (1982): Translating World A airs. Jeerson, NC: McFarland.  Seleskovitch, Danica (1978): Interpreting for International Conferences. Washington,
D. C.: Pen and Booth. 
Sharon M. (2004). A review of the use of simultaneous interpretation in war crime tribunals.
Shigehatake Y, Yokota C, Amano T, Tomii Y, Inoue Y, Hagihara T, Toyoda K, Minematsu K. 2014. Stroke education using an animated cartoon and a manga
74

for junior high school students. J Stroke Cerebrovasc Dis: Off J Natl Stroke
Association. 23,1623–1627.
Taylor S.E. (1995): Health Psychology, Singapore, McGraw Hill, (3rd ed. rev.).
Tsou, W., Wang, W., & Tzeng, Y. (2006). Applying a multimedia storytelling website in foreign language learning. Computers and Education, 47, 17–28. 
Tuncel G, Ayva O€. (2010). The utilization of comics in the teaching of the “human rights” concept. Proc – Soc Behavior Science. 2, 1447–1451.
Williams, C. (2011). Research methods. Journal of Business & Economics Research (JBER), 5(3).
Williams IC. (2012). Graphic medicine: comics as medical narrative. Med Humanity. 38, 21–27.

全文公開日期 2024/07/09 (校內網路)
全文公開日期 2024/07/09 (校外網路)
全文公開日期 2024/07/09 (國家圖書館：臺灣博碩士論文系統)

簡易檢索 / 詳目顯示

相關論文