背誦為外語學習策略在國中生中英翻譯練習上的效果研究

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研究生：	羅琳穎 Lin-ying Lo
論文名稱：	背誦為外語學習策略在國中生中英翻譯練習上的效果研究 The Effects of Using Memorization as A Learning Strategy on Translation Exercises- A Case Study of EFL Junior High School Students in Taiwan
指導教授：	鍾玉玲 Yu-ling Chung
口試委員:	鄧慧君 none 劉宇挺 none
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：	2013
畢業學年度：	101
語文別：	英文
論文頁數：	123
中文關鍵詞：	背誦、翻譯能力
外文關鍵詞：	memorization, translation competence
相關次數：	點閱：266 下載：1
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本論文旨在研究以背誦作為外語學習策略，探討該策略對於國中生在翻譯練習上的表現。文中探究學生在以背誦句子準備中英翻譯練習後，以閱讀理解和英文寫作的方式來檢視背誦策略在翻譯能力上的成效，以及探討英語教師與國中生對於使用背誦策略來準備中英翻譯練習的意見和態度。
參加本實驗的受試者為台北市某公立國中八年級兩個班級的學生，人數共六十八位。一班為實驗組，而另一班為對照組。兩組學生接受三個月總共九次的翻譯練習，實驗組必須背誦英語句子來準備每次的翻譯練習，而對照組則不需背誦，兩組學生需接受兩種後測(閱讀能力理解測驗及寫作測驗)，考試成績採用統計方法獨立樣本t檢定和相依樣本t檢定進行分析，實驗組最後需回答一份使用背誦學習策略的問卷。
本研究的主要發現如下：
(1)背誦策略在翻譯練習上的效果是有限的。此項結果是由後測的閱讀測驗和寫作測驗表現
所得。換言之，背誦策略並沒有明顯改善學生的翻譯能力。
(2)背誦策略對於實驗組的高低程度學生，在翻譯能力的表現上，亦沒有產生顯著的學習效
益。
(3)根據問卷調查結果，實驗組背誦句子準備翻譯練習，對於翻譯活動和英文學習，容易降
低學習動機和興趣。

The study is aimed at investigating the effects of memorization as a learning strategy on translation exercises. After the subjects in the experimental group memorized model translations for translation exercises, the effects of memorization strategy on their translation competence were examined in terms of reading comprehension and Engish writing posttests. In addition, English teachers’ opinions and the subjects’ attitudes toward memorization strategy were included in this study.
The subjects of the study consisted of 68 eighth graders from two classes at a municipal junior high school in Taipei. One of the two classes was assigned as the experimental group, and the other as the control group. The two groups took nine translation exercises during the three months. The experimental group had to memorize model translations for translation exercises while the control group didn’t. All subjects took two posttests, a reading comprehension test and a paragraph writing test. Independent-samples and paired-samples t tests were employed to compare and analyze the scores of the tests. After the tests, a questionnaire about their attitudes toward memorization strategy was conducted to the experimental group. The major findings of this study are summarized as follows:
(1)The effects of memorization strategy on translation exercises were limited.
This result was based on the analysis of the scores on the posttests. In
other words, memorization strategy didn’t significantly better students’
translation competence.
(2)For both high-proficiency and low-proficiency subjects within the
experimental group, memorization strategy didn’t better their translation
competence.
(3)Low motivation and low interests were found in the experimental group
according to the questionnaire. They consider memorizing model translations
for translation exercises boring and unappealing.

TABLE OF CONTENTS
CHAPTER ONE：INTRODUCTION……………………………………………………………………1
1.1	Background of the Study…………………………………………………………..1
1.2	Statement of the Problems…………………………………………………..6
1.3	Purpose of the Study……………………………………………………………11
1.4	Research Questions……..………………………………………………………..12
1.5	Significance of the Study.….……………………………………………..12
1.6	Definition of Terms………………………………………………………………13

CHAPTER TWO：LITERATURE REVIEW…………………………………16
2.1 Definition of Translation……………………………………………………….16
      2.1.1 Translation for English Teaching……………………...………………..18
2.1.2 Translation Competence......……………...………………………….…20
2.1.3 Translation Methods……...……………...………………………….…26
2.2 Learning Strategies…………… …………………………………………………28
2.2.1 Translation as a Learning Strategy......………………………………...36
2.2.2 Memorization as a Learning Strategy....………………………………..37
CHAPTER THREE：METHODOLOGY………………………………………..42
3.1 Subjects………………………………………………………………………..42
3.2 Instruments……………………………………………………………………….43
3.3 Study Procedures...……………………………………………………………….47
3.4 Data Analysis…………………………………………………………………….48
CHAPTER FOUR：RESULTS AND DISCUSSION…………………………..51
4.1 Results……………………………………………………………………………51
   4.1.1 Effects of Translation Exercises on Students’ Reading
         Proficiency………..52
   4.1.2 Effects of Translation Exercises on Students’ Writing
         Proficiency……...…52
   4.1.3 Effects of Memorization Strategy on Translation Exercises……53
   4.1.4 Effects of Memorization Strategy on Students’ Reading Proficiency
         ………………………………………………………………………………54
   4.1.5 Effects of Memorization Strategy on Students’ Writing
        Proficiency……………………………………………………………………55
   4.1.6 Effects of Memorization Strategy on Reading Proficiency and Writing
       Proficiency of Low-Achievers and High-Achievers…………….………….58
   4.1.7 Subjects’ Attitudes toward the Use of Memorization Strategy……59
   4.1.8 Subjects’ Attitude and Evaluation toward the Weekly English
         Sentences Memorization………………………………………………….61
   4.1.9 Teachers’ Opinions toward Memorization Strategy for Translation
        Exercises............................................................64
   4.2 Discussion...........................................................68
CHAPTER FIVE：CONCLUSION………………………………………..73
5.1 Conclusion..............................................................73
5.2 Pedagogical Implications................................................74
5.3 Suggestions for Future Research……………………………...……………………77
REFERENCES (English)………………………………………………………….79
REFERENCES (Chinese)………………………………………………………….82
APPENDIX………………………………………………………………………..84
Appendix A：Translation Practices for the Control Group……………….………….84
Appendix B：Translation Practices for the Experimental Group…………………….93
Appendix C：Sample of the GEPT in Reading Section……………………………..102
Appendix D：Sample of the GEPT in Writing Section……………………………..112
Appendix E：Questions for interviews (English teachers)..................114
Appendix F：A Questionnaire on Students’ Attitudes toward the Use of Memorization in Translation Exercises (English version)..................115
Appendix G：A Questionnaire on Students’ Attitudes toward the Use of Memorization in Translation Exercises (Chinese version)..................119
LIST OF TABLES
Table 2.1 Oxford’s Language Learning Strategies System…………………………..33
Table 2.2 David Kemper’s Characteristics of Learning Approaches………………40
Table 3.1 The Number and Gender of the Subjects…………………………………43
Table 3.2 Grammar Focus and Sentence Patterns for Learning and Testing……46
Table 4.1 Effects of Translation Exercises on Students’ Reading Proficiency……………………………………………………………………………………52
Table 4.2 Effects of Translation Exercises on Students’ Writing Proficiency…………………………………………………………………………………52
Table 4.3 Effects of Memorization Strategy on Translation Exercise…………54
Table 4.4 Effects of Memorization Strategy on Students’ Reading Proficiency……55
Table 4.5 Effects of Memorization Strategy on Students’ Writing Proficiency……55
Table 4.6 Effects of Memorization Strategy on Reading Proficiency of Low-Achievers and High-Achievers………..57
Table 4.7 Effects of Memorization Strategy on Writing Proficiency of Low-Achieversand High-Achievers……………………….………….58
Table 4.8 Subjects’ Attitudes toward the Use of Memorization Strategy (Benefits of Memorization)………………59
Table 4.9 Subjects’ Attitudes toward the Use of Memorization Strategy (Evaluation and Attitudes toward the Weekly English Sentences Memorization)…61
Table 4.10 Information about the Interviewed English Teachers………………....64
LIST OF FIGURES
Figure 2.1 The Dynamics of Translation……………………………………………..17
Figure 2.2 Translation Competence of the PACTE Model…………………………...22
Figure 3.1 Study Procedures…………………………………………………………48

                                

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