多元读写能力的翻译:英语和日语课堂的个案研究

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
V. Lee, Eiko Gyogi
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引用次数: 0

摘要

摘要本研究的目的是分析如何利用翻译来培养多元素养。它着眼于以多模态为中心的翻译方法,这是多重读写教学法的两个重要焦点之一。该方法被应用于两种不同的课堂设置:韩国首尔一所大学的韩国语到英语的翻译课堂和英国伦敦一所大学的初级日语课堂。特别是,它将研究对文本多模态维度的关注如何促进学生的理解,以及这反过来如何影响他们在课堂翻译任务中的决策。本研究采用专题分析的方法,检视学生课后提交的学习日志。尽管两种不同的课堂环境和学生的语言熟练程度不同,但数据显示,这种方法在使学生在考虑可用模式的同时为他们的文本输出做出决定方面发挥了作用。这种方法使学生能够明确地意识到媒体周围的环境,并帮助他们在使用哪种翻译时做出明智的决定。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Translation for multiliteracies: case studies of EFL and JFL classrooms
ABSTRACT The purpose of this study is to analyse how translation can be used to foster multiliteracies. It looks at a multimodal-focused approach to translation, which is one of the two important focuses of the pedagogy of multiliteracies. The approach was applied to two different classroom settings: a Korean into English translation classroom at a university in Seoul, South Korea, and a beginner Japanese language class at a university in London, England. In particular, it will examine how a focus on the multimodal dimensions of text facilitates students’ understanding and how this in turn influences their decision-making in translation tasks across classroom contexts. The study uses thematic analysis to examine students’ learning journals submitted after the lesson. Despite two different classroom settings and differences in students’ language proficiency, data show the role such an approach played in enabling students to make decisions for their text output while contemplating the available modes. The approach allowed students to be explicitly aware of the context surrounding the media and helped them to make informed decisions regarding which translations to use.
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来源期刊
Pedagogies
Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.10
自引率
0.00%
发文量
25
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