研究資料首頁-> 研討會論文
研究資料明細
| 論文名稱 | Reflective Practice for Student Interpreters: A Case Study |
| 研討會開始日期 | 2016-03-26 |
| 研討會結束日期 | 2016-03-27 |
| 所有作者 | 李姿瑩 |
| 作者順序 | 第一作者 |
| 通訊作者 | 否 |
| 研討會名稱 | 第二十屆口筆譯教學國際學術研討會 |
| 是否具有對外公開徵稿及審稿制度 | 是 |
| 研討會舉行之國家 | NATTWN-中華民國 |
| 研討會舉行之城市 | 台北 |
| 發表年份 | 2016 |
| 所屬計劃案 | 無 |
| 可公開文檔 |
|
| 可公開文檔 | |
| 可公開文檔 |
[摘要] :
鼓勵學生口譯員之學習省思：個案研究
相較於傳統師徒制或辯證式的口譯教學方式，近年來，口譯教師開始嘗試以省思日誌的方式，引導學生口譯員更深入分析自己學習口譯過程中遭遇到的種種問題。但文獻對於教師是否應針對省思日誌提供「鷹架」式導引並無定論。本論文以個案研究方式探討教師提供之導引工具如何影響學生口譯員之自我省思，並以主題分析方式檢視學生口譯員之省思日誌。研究結果發現教師提供的「鷹架」式導引的確會影響學生口譯員評量自己口譯表現時的觀點。雖然大部分的學生口譯員都傾向點出自己口譯不足之處，省思日誌可幫助學生口譯員思考問題所在。
關鍵字: 省思日誌, 學生口譯員, 主題分析
[英文摘要] :
Reflective Practice for Student Interpreters: A Case Study
Interpreter trainers have been searching for innovative pedagogical approaches to complement traditional dialectic or master-apprentice approaches. In recent years, attempts have been made by interpreter trainers to encourage student interpreters to keep reflective journals with an aim that reflective journals can help student interpreters become more aware of their own problems and progress. However, there have been debates about the necessity for trainers to provide scaffolding tools or guidelines as students write reflective journals. This paper presents a case study in which the teacher provided scaffolding tools to guide students throughout the reflective process. Students' reflective journals were collected and thematic analysis was used to analyze the data. The outcomes of the case study suggest that the scaffolding tools did have an influence on how student interpreters view their interpreting performance. While student interpreters have a tendency to focus on negative aspects of their performance, keeping reflective journals seems to encourage students to think about the cause of their mistakes or problems experienced.
KeyWords: reflective journals, student interpreters, thematic analysis
