同伴互评在翻译教学中的应用实证研究:有效性、学生认识和认知特征

An empirical study of implementing peer feedback in translation teaching:Efficacy,student perceptions and cognitive features

本研究旨在探讨同伴互评应用在翻译教学中的长期应用效果。研究实验历时一个学年,对象包括32名英语专业高年级的学生。实验开始前先对学生进行必要的互评培训,每学期进行5轮匿名翻译作业互评,同时要求学生撰写翻译互评日志,选取每个学期第4轮互评作业作为重点分析对象。实验结束后,发放互评认识调查问卷,并随机挑选6名学生进行深度访谈。研究结果表明进行充分培训后,学生互评的有效性较高;多数学生对互评的整体认识发生明显转变,对“学生作为评价者”的身份比较自信,对互评的作用和独特价值形成较深的认识;互评过程有利于学生进行自我评价,深化翻译原理和策略,强化质量控制意识和发展学术判断能力。本研究的发现对使用同伴互评提高翻译教学效果、推动学生参加课堂评价实践以及培养学生的学术判断能力具有实际意义。

This study investigates the use of peer feedback in a one-year advanced translation course.Participants were 32 third-year English majors who,after a period of scaffolding and training,completed in each term five rounds of anonymous peer feedback and also kept a feedback diary in the process.The fourth round of peer feedback in each term,including initial translation,student feedback and revised translation,was selected to measure the effectiveness of student peer feedback.A questionnaire was administered to students to investigate their perceptions of peer feedback.Six students were randomly selected for individual interviews.Analysis of the feedback,translation assignments,peer feedback diary,questionnaire and interview data yields the following results:peer feedback in translation classes was effective;students were generally positive about the use of peer feedback and confident about the identity of“student as assessor”;and peer feedback could motivate students'engagement with translation principles,strengthen their awareness of quality control and internal feedback,and also help to enhance their ability to make academic evaluation.