摘要
直接反馈和间接反馈是翻译教学中常见的教师反馈方式。本文旨在检验这两种不同反馈方式的效果,以及学习者认知风格是否会影响教师反馈的效果。我们将非英语专业本科一年级两个自然班的65名学生分为直接反馈组、间接反馈组和控制组,进行了为期三周的准实验研究。研究结果表明,直接反馈对提高学习者翻译成绩的效果并不显著,而间接反馈能够显著提高学习者的翻译成绩。也就是说,教师对学生的翻译进行间接反馈的教学方式产生了显著的教学效果。另外,相较于场依存认知风格的学习者而言,场独立认知风格的学习者翻译成绩提高得更加显著。
Direct feedback and indirect feedback are the common practice of teacher feedback in translation teaching. This study aims to test the effects of these two different feedbacks and whether the learners’ cognitive style will affect the effect of teacher feedback. 65 non-English major freshmen from two intact classes were assigned to three groups: direct feedback group,indirect feedback group and control group for a three-week quasi-experimental study. The results show that direct feedback has no significant effect on improving learners’ translation performance,while indirect feedback can significantly improve learners’ translation performance. In other words,teachers’ indirect feedback on students’ translation has produced a significant teaching effect. In addition,compared with learners of field-dependent cognitive style,learners of field-independent cognitive style improve their translation performance more significantly.
作者
王利娜
张帆
吴勇毅
WANG Li-na;ZHANG Fan;WU Yong-yi
出处
《上海翻译》
CSSCI
北大核心
2020年第1期82-87,F0003,共7页
Shanghai Journal of Translators
基金
上海健康医学院种子基金项目(人文社科类)重点项目“国内修正性反馈有效性研究的元分析”(编号:SFP-18-11-12-005)
教育部人文社科研究项目“基于语料库的汉语二语会话修正及其应用研究”(编号:19YJA740064)的阶段性成果.
关键词
认知风格
翻译教学
直接反馈
间接反馈
cognitive style
translation teaching
direct feedback
indirect feedback
