| 著作名稱： | Tzou, J. Y. Z. (2011). Reflecting on the theory and practice of translation: Using reflective writing to facilitate learning in an English-Chinese translation class. In W. C. Ho (Ed.), Teaching English language and literature: Linking theory to practice (pp. 213-233).
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| 年度： | 2011 |
| 類別： |
學術專書
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| 摘要： | A typical translation class mainly involves teaching and learning of translation theory and practice. The latter is implemented either by providing opportunities for students to actually translate texts in class or giving them translation assignments to complete out-of-class. For these translation assignments, as is often the case in any traditional classroom, teachers would correct students’ work and provide feedback. In order for “real” learning to take place, however, students need to reflect on the connection between the content of class lectures and the practical tutorial activities (Kathpalia and Heah, 2008). Reflective writing provides students an opportunity to reflect on and review their written work, thereby making them more aware of what they’re learning.
The study examined the reflective writings of seventy students in three undergraduate English-Chinese translation classes. Students were asked to write a reflection paper for each of the three out-of-class translation assignments given during the semester. In the reflection, they wrote about the translation methods used (connecting theory to practice), the challenges and difficulties they had encountered while translating, as well as any possible tools such as dictionaries or online resources that had helped them in the translation process. Through reflective writing, students in the English-Chinese translation class became more aware of the skills and methods that could contribute to improvement of their translation. The study’s results indicate that reflective writing is effective in making students become better learners and has potential in enhancing students’ English-Chinese translation skills.
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| 關鍵字： | translation, reflective writing |
| 著作名稱： | Does formal training in translation/interpreting affect translation strategy? Evidence from idiom translation |
| 年度： | 2017 |
| 類別： |
期刊論文
Bilingualism: Language and Cognition
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| 摘要： | This study examined whether training in translation/interpretation leads to a reliance on a ‘vertical’ translation strategy in which the source language text is comprehended before the message is reformulated. Students of translation/interpreting and untrained bilinguals were given an idiom translation judgment task with literal (form and meaning) or figurative equivalents (meaning only). Dependent measures included the time taken to comprehend the first presented sentence and the accuracy and speed of judging if the second presented sentence was a translation of the first sentence. The groups did not differ in their speed of reading the first presented sentence but translation verification times differed by group and translation type: untrained bilinguals were significantly faster at verifying literal than figurative translations while trained bilinguals were equally fast for the two types. The pattern of findings is consistent with the view that training in translation fosters a processing-for-meaning-before reformulating, or vertical, translation strategy. |
| 關鍵字： | translation, idioms, vertical translation strategy, professional interpreters, training effects |
| 著作名稱： | Effect of language proficiency and degree of formal training in simultaneous interpreting on working memory and interpreting performance: Evidence from Mandarin-English speakers |
| 年度： | 2011 |
| 類別： |
期刊論文
The International Journal of Bilingualism
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| 摘要： | The influence of second language proficiency and length of formal training in interpretation on simultaneous interpreting (SI) performance and working memory was examined in Mandarin–English student interpreters with one year (n 11) or two years of formal training in interpretation (n 9) and in 16 Mandarin–English untrained bilingual controls. SI performance was significantly better in Year 2 than in Year 1 student interpreters, and in Year 1 interpreters relative to bilingual controls. SI performance was also better in advanced L2 users and in high-memory span individuals, whether trained or not in SI. Both Year 1 and Year 2 students outperformed bilingual controls in L1 and L2 reading span. Although Year 2 students tended to show higher working memory span than Year 1 students, the difference was not significant. Finally, working memory span was higher in individuals with greater L2 proficiency. It is concluded that differences in language proficiency may underlie observed differences in both interpreting performance and working memory and that language processing skills (rather than working memory) may be enhanced by formal training in interpreting.
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| 關鍵字： | digit span, reading span, simultaneous interpreting, working memory |
| 著作名稱： | Modifying language use and teaching strategy in all-English language classes: Perceptions of students from two mixed-major freshman English classes in Taiwan |
| 年度： | 2014 |
| 類別： |
期刊論文
課程與教學季刊
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| 摘要： | While the English-only policy in general English courses including Freshman English has been implemented in many universities in Taiwan for quite some time, issues regarding students’ receptiveness to and comprehension of English lectures and course contents often raises doubts as to whether such practice is pedagogically justified. This study first provides an overview of English medium instruction (EMI) in subject courses in certain Asian countries and compares the common challenges faced by instructors and students in both EMI content and language courses. Since few studies have looked into how students of different disciplinary majors who may take EMI courses in other subject courses perceive the use of English as the sole medium of instruction in English language classes, this study aims to investigate the extent to which students in mixed-major Freshman English classes understand the instructor’s lectures and messages delivered in English and the modifications that instructors can immediately adopt to improve learning outcomes. Questionnaire responses from 84 students of 20 different academic majors were analyzed and in-class observations of students were combined with questionnaire responses to inform the instructor on possible modification in the language and teaching strategies used in class. Follow-up interviews with selected students at different levels of language proficiency were arranged after teaching modification had been implemented for two months. The interviewees felt that they experienced improved comprehension when code-switching was employed, but they also believed that the English-only policy need not be abolished as long as the instructor closely monitors students’ level of understanding. The study’s findings have implications for other English medium content-area courses and suggest that instructors of language and content courses may collaborate to improve learning outcomes. |
| 關鍵字： | |
| 著作名稱： | The effects of individual and pair practice on improving consecutive interpreting performance |
| 年度： | 2022 |
| 類別： |
期刊論文
Studies of Translation and Interpretation
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| 摘要： | |
| 關鍵字： | |
| 著作名稱： | A case study comparing English vs. non-English majors’ willingness to communicate in the English class |
| 年度： | 2020 |
| 類別： |
期刊論文
International Journal of English Language Teaching
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| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Improving EFL college students academic writing and accurate usage of verb-noun collocations through self-directed inductive learning aided by online concordancers and corpora |
| 年度： | 2015 |
| 類別： |
期刊論文
Studies in English Language and Literature
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| 摘要： | This study explored whether the use of online concordancers and corpora at different stages of writing a research paper could help EFL college students become more aware of the appropriate use of verb-noun collocations in academic writing and as a result improve their overall writing quality. Twenty-six Taiwanese college students enrolling in an English academic writing class took a pre-test to measure their productive verb-noun collocation knowledge. Four online corpora and concordancers that could be used to facilitate correction of verb-noun miscollocations were then introduced to them. At different stages of writing the research paper, students were encouraged to utilize these online tools to check mainly the verb-noun collocations in their writing. All students were asked to hand in written records of their verb-noun collocation checking and correction when they submitted different parts of the paper. A post-test administered at the end of the course indicated that students were able to use verb-noun collocations with improved accuracy. Their responses to a questionnaire also demonstrated that they approved of the method of self-directed inductive learning to acquire knowledge concerning correct verb-noun usage and believed it had helped improve their writing over the course of the semester. Analysis of students’ collocation check records and writings also suggested that those who performed more collocation checks showed the greatest improvement in their writing. The study’s results provide support for the application of online concordancers and corpora as a form of self-directed learning aid in the process of writing academic papers. |
| 關鍵字： | |
| 著作名稱： | Enhancing consecutive interpreting skills through pair and individual practice: A case study of Taiwanese undergraduate students receiving training in interpreting |
| 年度： | 2019 |
| 類別： |
會議論文
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| 摘要： | |
| 關鍵字： | consecutive interpreting, individual practice, pair practice |
| 著作名稱： | Eslami, Z., Haifa, A., & Tzou, J. (2009). Language learning strategy use by Arabic speaking students learning English through content areas. In M. Al-Hamly, C. Coombe, P. Davidson, A. Shehadeh, & S. Troudi (Eds.), Proceedings of the 14th TESOL Arabia Conference (pp. 81-93). Dubai: TESOL Arabia Publications.
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| 年度： | 2009 |
| 類別： |
會議論文
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| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Tzou, J. Y. Z., Chen, H. C., & Vaid, J. (May, 2008). Verifying literal versus figurative translation: Does formal training in translation matter? Presented at the Association for Psychological Science 20th Annual Convention. Illinois: Chicago.
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| 年度： | 2008 |
| 類別： |
會議論文
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| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Tzou, J. Y. Z., Vaid, J., Chen, H. C., & Eslami, Z. (May, 2007). Effects of working memory, language proficiency, and training on simultaneous interpretation performance: Evidence from Chinese-English bilinguals. Presented at the International Symposium on Bilingualism. Germany: Hamburg.
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| 年度： | 2007 |
| 類別： |
會議論文
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| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Tzou, J. Y. Z. & Carpenter, II, B. S. (October, 2006). Translating meaning through words and images: Using arts-based activities to motivate English language learners. Paper presented at the Curriculum and Pedagogy Conference. Texas: Marble Falls.
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| 年度： | 2006 |
| 類別： |
會議論文
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| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Learning from the professionals: Exploring how novice translators can benifit from an online subtitling program |
| 年度： | 2021 |
| 類別： |
會議論文
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| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Collaborative learning in an introductory translation course |
| 年度： | 2018 |
| 類別： |
會議論文
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| 摘要： | |
| 關鍵字： | translation, collaborative learning, online discussion, face-to-face discussion |
| 著作名稱： | Students’ perceptions of the effects of pair vs. individual practice on improvement of consecutive Interpreting skills: A case study of undergraduate English majors in Taiwan |
| 年度： | 2017 |
| 類別： |
會議論文
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| 摘要： | |
| 關鍵字： | consecutive interpreting, deliberate practice, pair practice, individual practice |
| 著作名稱： | Willingness to communicate in the English language classroom: A study comparing English vs. non-English majors at a university in Taiwan |
| 年度： | 2015 |
| 類別： |
會議論文
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| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Improving EFL college students academic writing and accurate usage of verb-noun collocations through self-directed inductive learning. |
| 年度： | 2014 |
| 類別： |
會議論文
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| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Making reading, memory, and text marking strategies meaningful in a sight translation class. |
| 年度： | 2013 |
| 類別： |
會議論文
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| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Tzou, J. Y. Z. (2010). Reflecting on the process of Translation: Using reflective writing to aid learning in an English-Chinese translation class. In Proceedings of the 2010 Second Symposium on English Language and Literature Teaching (pp. 194-205).
Taichiung: Feng Chia University.
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| 年度： | 2010 |
| 類別： |
會議論文
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| 摘要： | |
| 關鍵字： | |