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題名 中英翻譯與高職生的英文寫作：篇章連貫性之探討 Translation from L1 into L2 and Vocational Senior High School Students L2 Writing: Coherence as a Focus
作者 曹瓊文
Tsao,Chiung-wen
貢獻者 林啟一
Lin, Chi-yee
曹瓊文
Tsao,Chiung-wen
關鍵詞 中英翻譯
英文寫作
篇章連貫性
Chinese-English translation
English writing
coherence
日期 2004
上傳時間 17-Sep-2009 16:34:19 (UTC+8)
摘要 本研究旨在探討「中英文段落翻譯策略」對於高職學生在英文寫作中習得篇章連貫性的效用。本研究以新竹市新竹高商二年級，三十七位學生為研究對象，
     每位寫四篇英文寫作及修改兩篇前測作文; 以148篇作文以及74篇修改後之作文為分析樣本; 並採用量的分析方法來驗證其效用。
      本研究以兩階段驗證假設 : 第一階段以SPSS 10.0中之成對樣本T檢定(paired-samples t-test)來分析74篇前測與74篇後測英文作文; 第二階段用同樣的方式來分析74篇前測寫作與74篇學生修改前測後之作文。本研究結果顯示：（一）中英文段落翻譯練習，有助於學習者習得並運用凝結性(cohesion)技巧來提升寫作上篇章之連貫性(coherence)。（二）中英文段落翻譯練習，有助於學習者習得並運用凝結性(cohesion)技巧來修改寫作上缺乏篇章連貫性之部分。
      總言之，本研究中所設計之中英文段落翻譯練習，能夠幫助高職學生習得篇章的連貫性並提升其寫作能力。翻譯練習中的凝結性技巧的設計，為學習者奠定了在寫作上習得篇章連貫性的基礎。本研究在最後，針對研究主題提出一些在英文寫作教學上的建議。
This study aims to explore the effectiveness of Chinese-English paragraph translation device for vocational senior high school students in acquiring the coherent writing expertise. Subjects in this study are thirty-seven second-graders in Hsin-chu Commercial Vocational Senior High School in Hsin-chu city. Participants are required to finish four English compositions and two revision compositions. In total, 148 compositions and 74 revision compositions are analyzed to test the effectiveness on the basis of quantitative research.
      There are two stages of verification procedure. First, paired-samples t-test of SPSS 10.0 for Windows is used to analyze the seventy-four pre-test and seventy-four post-test compositions. Second, it is also used to analyze the seventy-four pre-test and seventy-four post-test revision compositions. Findings are summarized as follows:
      First, Chinese-English translation practice helps learners perform better in coherent writing. They acquire cohesive devices and better apply them to promoting their writing coherence. Second, Chinese-English translation practice helps learners perform a good job in revising incoherent parts of compositions. They acquire cohesive devices, apply them to revising compositions and thus promote writing coherence.
      To sum up, the findings show that Chinese-English paragraph translation practice in this study is effective to vocational senior high school students in acquiring coherent writing expertise and promoting their writing proficiency. The translation practice of the cohesive devices functions as a basis of acquiring coherent writing expertise for learners. Finally, some pedagogical suggestions based on this study are provided.
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描述 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
91951018
93
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0091951018
資料類型 thesis
dc.contributor.advisor 林啟一zh_TW
dc.contributor.advisor Lin, Chi-yeeen_US
dc.contributor.author (Authors) 曹瓊文zh_TW
dc.contributor.author (Authors) Tsao,Chiung-wenen_US
dc.creator (作者) 曹瓊文zh_TW
dc.creator (作者) Tsao,Chiung-wenen_US
dc.date (日期) 2004en_US
dc.date.accessioned 17-Sep-2009 16:34:19 (UTC+8)-
dc.date.available 17-Sep-2009 16:34:19 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:34:19 (UTC+8)-
dc.identifier (Other Identifiers) G0091951018en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33429-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系英語教學碩士在職專班zh_TW
dc.description (描述) 91951018zh_TW
dc.description (描述) 93zh_TW
dc.description.abstract (摘要) 本研究旨在探討「中英文段落翻譯策略」對於高職學生在英文寫作中習得篇章連貫性的效用。本研究以新竹市新竹高商二年級，三十七位學生為研究對象，
     每位寫四篇英文寫作及修改兩篇前測作文; 以148篇作文以及74篇修改後之作文為分析樣本; 並採用量的分析方法來驗證其效用。
      本研究以兩階段驗證假設 : 第一階段以SPSS 10.0中之成對樣本T檢定(paired-samples t-test)來分析74篇前測與74篇後測英文作文; 第二階段用同樣的方式來分析74篇前測寫作與74篇學生修改前測後之作文。本研究結果顯示：（一）中英文段落翻譯練習，有助於學習者習得並運用凝結性(cohesion)技巧來提升寫作上篇章之連貫性(coherence)。（二）中英文段落翻譯練習，有助於學習者習得並運用凝結性(cohesion)技巧來修改寫作上缺乏篇章連貫性之部分。
      總言之，本研究中所設計之中英文段落翻譯練習，能夠幫助高職學生習得篇章的連貫性並提升其寫作能力。翻譯練習中的凝結性技巧的設計，為學習者奠定了在寫作上習得篇章連貫性的基礎。本研究在最後，針對研究主題提出一些在英文寫作教學上的建議。		zh_TW
dc.description.abstract (摘要) This study aims to explore the effectiveness of Chinese-English paragraph translation device for vocational senior high school students in acquiring the coherent writing expertise. Subjects in this study are thirty-seven second-graders in Hsin-chu Commercial Vocational Senior High School in Hsin-chu city. Participants are required to finish four English compositions and two revision compositions. In total, 148 compositions and 74 revision compositions are analyzed to test the effectiveness on the basis of quantitative research.
      There are two stages of verification procedure. First, paired-samples t-test of SPSS 10.0 for Windows is used to analyze the seventy-four pre-test and seventy-four post-test compositions. Second, it is also used to analyze the seventy-four pre-test and seventy-four post-test revision compositions. Findings are summarized as follows:
      First, Chinese-English translation practice helps learners perform better in coherent writing. They acquire cohesive devices and better apply them to promoting their writing coherence. Second, Chinese-English translation practice helps learners perform a good job in revising incoherent parts of compositions. They acquire cohesive devices, apply them to revising compositions and thus promote writing coherence.
      To sum up, the findings show that Chinese-English paragraph translation practice in this study is effective to vocational senior high school students in acquiring coherent writing expertise and promoting their writing proficiency. The translation practice of the cohesive devices functions as a basis of acquiring coherent writing expertise for learners. Finally, some pedagogical suggestions based on this study are provided.		en_US
dc.description.tableofcontents Acknowledgement………………………………………………………...ii
     List of tbles…………………………………………………………….vi
     Chinese Abstract…………………………….………….………………viii
     English Abstract……………………………………………………......ix
     Chapter
     1. Introduction………………………………………………………..1
      1.1 Motivation and Goal………………………………………….1
      1.2 Purpose of the Study………………………………………..2
      1.3 Significance of the Study………………………………….4
      1.4 Research Questions……………………………………………4
     2. Literature Review………………………………………………….5
      2.1 Coherence in Teaching Writing…………………………….5
      2.2 Translation and Writing…………………………………….6
      2.3 Coherence Problems……………………………………………10
      2.4 Research Hypotheses………………………………………….16
     3. Methodology ...…………………………………………………...17
      3.1 Subjects ...…………………………………………………..17
      3.2 Instruments …...…………………………………………….18
      3.2.1 Rating Scale …………………………………………...18
      3.2.2 Analysis Table………………………………………....19
      3.2.3 Pre-test Writing ...…………………………………..20
      3.2.4 Translation Exercises ...…………………………….21
      3.2.5 Post-test Writing ...…………………………….....22
      3.2.6 Pre-test Revision ...………………………………...22
      3.3 Procedure ...………………………………………………...22
      3.3.1 Teaching Procedure …………………………………..22
      3.3.1.1 Pre-test Writing………….………………......23
      3.3.1.2 Translation Practice ...………….……….….…..24
      3.3.1.3 Post-test Writing….……….………………...…..25
      3.3.1.4 Pre-test Revision…..…..………………...……..26
      3.3.2 Measurement Procedure ………………………………..27
      3.3.2.1 Rating Scale Design …………………………………28
      3.3.2.2 Scoring Reliability Test ………………………...31
      3.3.2.2.1 Pre-scoring Reliability……………………...32
      3.3.2.2.2 Post-scoring Reliability…………………….32
      3.4 Data Analysis ……………………………………………….33
     4. Results…………………………………………………………....35
      4.1 Comparison between the Pre-test and Post-test………….35
      4.1.1 Coherence…………………………………………………….35
      4.1.2 Cohesive Devices…………………………………………..38
      4.2 Comparison between the Pre-test and Pre-test Revision.40
      4.2.1 Coherence……………………………………………………..41
      4.2.2 Cohesive Devices…………………………………………..43
     5. Discussion…………………………………………………………….47
      5.1 Findings and Discussion………………………………………….47
      5.1.1 Coherence in Post-test…………………………………….47
      5.1.2 Cohesive Devices in Post-test…………………………..48
      5.1.3 Coherence in Pre-test Revision………………………...50
      5.1.4 Cohesive Devices in Pre-test Revision……………...51
      5.2 Pedagogical Implications………………………………………..54
      5.3 Problems and Limitations………………………………………..55
      5.4 Suggestions for Further Studies……………………………….56
     References……………………………………………………………………58
     Appendixes
      1. Analysis of Cohesive Devices in the Sample Text………67
      2. Analysis of Cohesive Devices in Students` Compositions68
      3. Chinese English Translation Exercises…………………….71
      4. ESL Composition Profile……………………………………...81
      5. Composition Scoring Scheme………………………………....83
      6. TEEP Attribute Writing Scales……………………………...84
      7. The JECC Rating Scale………………………………………….86
      8. Samples for the Rating Training Session………………..87
      9. Students` Revision of Cohesive Device Errors………….90
      10. Student Writing Samples……………………………………...96		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0091951018en_US
dc.subject (關鍵詞) 中英翻譯zh_TW
dc.subject (關鍵詞) 英文寫作zh_TW
dc.subject (關鍵詞) 篇章連貫性zh_TW
dc.subject (關鍵詞) Chinese-English translationen_US
dc.subject (關鍵詞) English writingen_US
dc.subject (關鍵詞) coherenceen_US
dc.title (題名) 中英翻譯與高職生的英文寫作：篇章連貫性之探討 Translation from L1 into L2 and Vocational Senior High School Students L2 Writing: Coherence as a Focuszh_TW
dc.type (資料類型) thesisen
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