基于社交APP的翻译移动学习共同体模式构建与实验研究
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摘要
本研究基于"共同体"理论,整合社交APP的功能,构建由学习者、教师、社会助学者组成的翻译移动学习共同体模式。首先,从参与者角色分配、交互平台及教学步骤三方面探讨了翻译移动学习共同体模式的内涵。其次,将翻译移动学习共同体模式应用于教学实验,对实验组和控制组的学生进行跟踪调查。借助翻译日志、记录和访谈等工具收集学生的翻译行为数据发现,实验组的工具能力、心理生理要素和语言外能力明显提高。同时,使用SPSS对翻译质量问卷进行独立样本t检验发现,两组学生译文质量的均值存在显著性差异,实验组得分高于控制组,表明翻译移动学习共同体模式对翻译质量具有促进作用。最后,教学模式的反馈调查和访谈显示,学生普遍认同翻译移动学习共同体模式。
Based on the theory of Community,this paper attempted to integrate social APP to construct a translation teaching model of mobile learning community, which consisted of learners, teachers and social tutors. The role assignment,interactive platform and instructional design were firstly discussed. Then,a translation teaching experiment based on the model was conducted to track learning processes of the experimental group and control group. Students' behavior data,collected by translation diaries,interactive records,and interviews,indicated its functions in boosting instrumental,psycho-physiological and extra-lingual competence. Next,independent samples t-test of the two groups' translation quality questionnaires demonstrated that there was significant statistical difference in the mean score. The experimental group got higher scores than the control group,indicating that the teaching model can help to improve translation quality to a certain extent. Finally,the feedback survey and interview showed that translation teaching model of mobile learning community was welcomed by most students.
Based on the theory of Community,this paper attempted to integrate social APP to construct a translation teaching model of mobile learning community, which consisted of learners, teachers and social tutors. The role assignment,interactive platform and instructional design were firstly discussed. Then,a translation teaching experiment based on the model was conducted to track learning processes of the experimental group and control group. Students' behavior data,collected by translation diaries,interactive records,and interviews,indicated its functions in boosting instrumental,psycho-physiological and extra-lingual competence. Next,independent samples t-test of the two groups' translation quality questionnaires demonstrated that there was significant statistical difference in the mean score. The experimental group got higher scores than the control group,indicating that the teaching model can help to improve translation quality to a certain extent. Finally,the feedback survey and interview showed that translation teaching model of mobile learning community was welcomed by most students.
引文
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[23]戴春建.基于QQ网络平台的交互式课外翻译教学模式的构建及应用[J].外语电化教学,2011(2).
[24]任英杰,徐晓东.相互启发:学习共同体内认知机制的探究[J].远程教育杂志,2014(4).
[25]阮全友.基于QQ平台的实践共同体对学生思辨能力的培养[J].外语电化教学,2014(2).
[26]王丽,戴建春.基于微信的交互式翻译移动教学模式的构建与应用[J].外语电化教学,2015(2).
[27]张培.应用语言学研究中的混合法[J].中国外语,2014(2).
[28]张培.建构主义视角下的混合方法与三角测量[J].外语与外语教学,2015(5).
[2]Blasco,D.Student's attitudes toward integrating mobile technology into translation activities[J].International Journal on Integrating Technology in Education,2016(1).
[3]Boyer,E.L.A Basic School:A Community for Learning[M].California:Princeton Fulfillment Services,1995.
[4]Danaher,A.P.et al.Mobile Learning Communities[M].New York:Routledge,2009.
[5]Fox,O.The use of translation diaries in a process-oriented translation teaching methodology[A].In Schaffner,C.&B.Adab(eds.).Developing Translation Competence[C].Amsterdam:John Benjamins,2000.
[6]Galán-Ma1as,A.&A.H.Albir.Competence assessment procedures in translator training[J].The Interpreter&Translator Trainer,2015(1).
[7]Howe,K.R.Mixed methods,triangulation,and causal explanation[J].Journal of Mixed Methods Research,2012(2).
[8]Moeller,A.J.,Creswell,J.W.&N.Saville.Second Language Assessment and Mixed Methods Research[C].Cambridge:Cambridge University Press,2016.
[9]Olvera-Lobo,M.D.et al.Teleworking and collaborative work environments in Translation training[J].Babel,2009(2).
[10]PACTE.Investigating translation competence:Conceptual and methodological issues[J].Meta,2005(2).
[11]PACTE.Results of the validation of the PACTE translation competence model:Translation project and dynamic translation index[A].In O'Brien,S.(eds.).IATIS Yearbook 2010[C].Londres:Continuum,2011.
[12]Poplin,D.E.Communities:A Survey of Theories and Methods of Research[M].New York:Macmillan,1979.
[13]Prietovelasco,J.A.&A.Fuentesluque.A collaborative multimodal working environment for the development of instrumental and professional competences of student translators:An innovative teaching experience[J].The Interpreter and Translator Trainer,2016(1).
[14]Pym,A.Translation skill-sets in a machine-translation age[J].Meta,2013(3).
[15]Pym,A.Translator associations—from gatekeepers to communities[J].Target,2014(3).
[16]Pym,A.,Orrego-Carmona,D.&E.Torres-Simón.Status and technology in the professionalisation of translators.market disorder and the return of hierarchy[J].The Journal of Specialised Translation,2016(1).
[17]Raído,V.E.Translation and Web Searching[M].New York:Routledge,2014.
[18]Riazi,A.M.&C.N.Candlin.Mixed-methods research in language teaching and learning:Opportunities,issues and challenges[J].Language Teaching,2014(2).
[19]Tashakkori,A.&C.Teddlie.SAGE Handbook of Mixed Methods Research in Social&Behavioral Research(2ndedn)[C].Thousand Oaks:Sage,2010.
[20]Wang,J.,Wayne,W.C.&E.Wu.Empowering mobile assisted social e-learning students'expectations and perceptions[J].World Journal of Education,2013(2).
[21]陈凌,陈广益.在线教翻译——基于QQ即时通讯软件的实证研究[J].上海翻译,2014(2).
[22]成思,吴青.从问题解决视角分析学习日志中的笔译能力发展动态[J].中国翻译,2016(1).
[23]戴春建.基于QQ网络平台的交互式课外翻译教学模式的构建及应用[J].外语电化教学,2011(2).
[24]任英杰,徐晓东.相互启发:学习共同体内认知机制的探究[J].远程教育杂志,2014(4).
[25]阮全友.基于QQ平台的实践共同体对学生思辨能力的培养[J].外语电化教学,2014(2).
[26]王丽,戴建春.基于微信的交互式翻译移动教学模式的构建与应用[J].外语电化教学,2015(2).
[27]张培.应用语言学研究中的混合法[J].中国外语,2014(2).
[28]张培.建构主义视角下的混合方法与三角测量[J].外语与外语教学,2015(5).