摘要
教师干预和同伴干预是动态评价的重要中介方式。为检验这两种中介干预方式的效果,本研究将90名非英语专业学生分为实验组A、实验组B以及对照组,并开展了为期12周的翻译教学实证研究。研究结果表明,教师干预和同伴干预对翻译成绩的提高均有帮助。其中教师干预效果优于同伴干预,尤其体现在译文的连贯性和准确性方面。问卷调查和访谈结果表明,学生对教师干预接受度最高,但是更倾向于同伴干预与教师干预相结合的方式。
Teacher-mediated intervention and peer-mediated intervention are important mediators of dynamic assessment.In order to test the effects of these two mediated interventions,90 students of non-English majors are divided into experimental group A,experimental group B and control group for twelve-week empirical study on translation teaching.The results show that both teacher intervention and peer intervention can improve learners’translation performance.The effect of teacher-mediated intervention is better than that of peer-mediated intervention,especially in the aspects of coherence and accuracy.The survey and interview results reveal that teacher-mediated intervention is highly accepted and valued by students,but they prefer the combination of teacher-mediated intervention and peer-mediated intervention.
出处
《西安外国语大学学报》
北大核心
2023年第2期75-80,共6页
Journal of Xi’an International Studies University
基金
2018年广西壮族自治区教育厅中青年教师基础能力提升项目“民族院校本科生笔译能力认知诊断评估模型的构建”(项目编号:2018KY0429)的阶段性研究成果。
关键词
动态评价
翻译教学
教师中介干预
同伴中介干预
dynamic assessment
translation teaching
teacher-mediated intervention
peer-mediated intervention
