結合微觀與宏觀的英漢翻譯教學法－－兼探討紐馬克《翻譯教程》適用於大學部英漢翻譯教學之程度

Integration of Micro and Macro Approaches to Translation Teaching

大學階段的翻譯教學乃培養專業翻譯素養之基礎，本研究的動機是為了發展更有效的英漢筆譯教學法。根據觀察，傳統大學部的英漢筆譯教學法偏重由下而上（bottom－up）微觀式的單句練習與翻譯技巧之傳授；在分析了翻譯師資與教學資源問題後，本研究提倡以功能主義翻譯理論為基礎，佐以由上而下（top－down）宏觀式的教學法，以彌補傳統式教學之不足。研究為期一學年，對象為臺灣某大學應用外語系學生49 名；資料收集以教師日誌、學生問卷及成績評量為主。研究結果發現宏觀式之教學方式儘管為學生帶來較高的挑戰，對於提升專業的翻譯能力有明顯之成效。

In the context of the English-Chinese undergraduate translation classroom,both instructors and students are familiar with the Micro (bottom-up) approachto the teaching of translation, which is largely associated with their mutualexperience of learning a foreign language. However, this study argues that theMacro (top-down) approach can better provide a professional training for thestudents so that they are more prepared for the nonliterary translation of today.Thus, the goal of the study is to propose an integration of Micro and Macroapproaches; it explores the students' perceptions of these two approaches andtheir learning processes. The research was carried out from September 2007 toJune 2008, and 49 students participated in the study. The Micro approach wasemployed in Semester One while the Macro approach in Semester Two. Duringthe second phase, Newmark's ‘A Textbook of Translation,' which is translatedinto Chinese, was assigned to the class in order to facilitate the Macro approachof teaching. Data was collected by means of the instructor's reflective journal,assessments of students and a survey, which was comprised of 5 open-endedquestions. Content analysis was conducted to obtain major themes from thethree forms of data. Results of the research show that, compared with theMicro approach, the Macro approach offered greater challenges to the students'competence. Despite the difficulties, however, the majority of the participantsimproved and expanded their knowledge of translation to a greater extent thanthey did during the first semester. Hence, according to the findings, the Macroapproach to translation teaching may have important implications for theteaching framework for undergraduates in an English-Chinese context.