动态评价对中国英语学习者笔译能力自我评价的影响

摘要/Abstract

摘要：

本文在动态评价理论指导下,以非英语专业大学生为研究对象,将《中国英语能力等级量表》笔译量表引入大学英语翻译教学,通过追踪实验前后学生的自我评价和笔译成绩的变化,揭示动态评价对学习者自我评价的影响。研究发现实验班学生的自我评价显著提高,说明实验教学有利于学生笔译自我评价能力的发展;实验班学生参加实验前后的自我评价与笔译成绩呈正相关关系且呈线性关系,说明该模式在促进学生自我评价能力发展的同时,也影响了学生的笔译成绩。研究结果说明笔译动态评价实验教学有利于学生建立科学的笔译质量观,促进其自我评价能力的发展,同时学生自我评价在一定程度上能够影响动态评价实验教学的效果。

关键词:动态评价,中国英语学习者,笔译能力自我评价

Abstract:

Guided by the dynamic assessment theory and taking non-English majors as the research object, this study involved the translation scale ofChinese’s Standards of English Language Ability(CSE) in college English translation teaching. After tracking the changes of students’self-assessment and translation scores before and after the experiment, this experiment revealed the impact of dynamic assessment on learners’self-assessment. The experimental results shows that: (1) The self-assessment of the students in the experimental class is significantly improved, which indicates that the experimental teaching is conducive to the development of the students’self-assessment ability in translation. (2) The self-assessment of the students in the experimental class is positively correlated with their translation scores before and after the experiment, showing a linear relationship, indicating that this model not only promotes the development of students’self-assessment ability, but also affects the changes of students’translation scores. The research results show that the experimental teaching of dynamic assessment of translation is beneficial to students to establish a scientific view of translation quality and promote the development of their self-assessment ability. At the same time, self-assessment can influence the effect of dynamic assessment experimental teaching to a certain extent.

Key words:dynamic assessment,Chinese English learners,Self-assessment of translation ability

中图分类号:

H319

张霞. 动态评价对中国英语学习者笔译能力自我评价的影响[J]. 当代外语研究, 2023, 23(3): 149-158.

ZAHGN Xia. The the Influence of Dynamic Assessment on Self-assessment of Chinese English Learners’ Translation Ability[J]. Contemporary Foreign Languages Studies, 2023, 23(3): 149-158.

图/表6

项目序号	中介干预项目名称
1	缓解焦虑
2	明确翻译目的
3	分析原文文本的体裁:论述类、叙述类、交流类等
4	分析原文词语在特定语境中语义
5	明确原文中表述模糊的内容
6	分析原文语篇逻辑关系:因果、转折,递进,对比等
7	补充原文相关的背景文化知识
8	介绍翻译技巧:增补、省略、合并、加注、转换等
9	介绍汉语和英语句式不同特点
10	反复重读译文,判断译文的准确性、完整性、规范性、连贯性等问题
11	分析译文表达效果和艺术风格不当之处

表1

图1

		N	M	SD	MD	t
前测	实验班	50	3.128	0.213	0.025	0.547
	对照班	50	3.103	0.232
后测	实验班	50	3.669	0.211	0.542	12.588^*
	对照班	50	3.127	0.218

表2

	N	MD	t
实验班	50	-0.541	-13.706^*
对照班	50	-0.024	-1.518

表3

		Pearson
前测笔译自我评价	前测笔译成绩	0.706^**
前测笔译自我评价	后测笔译成绩	0.503^**
后测笔译自我评价	后测笔译成绩	0.789^**

表4

	R	R²	校正R²	B	Beta	F	t
前测自我评价
前测笔译成绩	0.706	0.499	0.489	3.546	0.706	47.807^*	6.914
前测自我评价
后测笔译成绩	0.678	0.46	0.449	2.012	0.678	40.933^*	6.398
后测自我评价
后测笔译成绩	0.789	0.622	0.614	4.326	0.789	79.079^*	8.893

表5

参考文献16

[1]	Dörnyer, Z. & E. Ushioda. 2011. Teaching and Researching Motivation (2nd ed.)[M]. England: Pearson Education Limited.
[2]	Lantolf, J. P. & M. E. Poehner. 2004. Dynamic assessment of L2 debeloprent: Bringing the past into the future[J]. Journal of Applied Linguistics (1):49-72.
[3]	Lidz, C. S. 2003. Dynamic assessment (learning potential testing, testing the limits) [A]. In R. Fernandez-Ballesteros(ed.).Encyclopedia of Psychological Assessment[C]. London: SAGE. 337-343.
[4]	Poehner, M. E. 2008.Dynamic Assessment:A Vygotskian Approach to Understanding and Promoting L2Development[M]. New York: Springer.
[5]	Pym, A. 2003. Redefining translation competence in an electronic age: In defence of a minimalist approach[J]. Meta 48(4):481-497. doi:10.7202/008533ar URL
[6]	Rezaee, A. A., S. M. Alavi & P. Razzaghifard. 2019. The impact of mobile-based dynamic assessment on improving EFL oral accuracy[J]. Education and Information Technologies 24(5):3091-3105. doi:10.1007/s10639-019-09915-1
[7]	Sanaeifar, S. H. & F. N. Nafari. 2018. The effects of formative and dynamic assessments of reading comprehensions on intermediate EFL learners’ test anxiety[J]. Theory and Practice in Language Studies (5):533-540.
[8]	Vygotsky, L.S. 1978.Mind in Society:The Development of Higher Psychological Processes[M]. Cambridge: Harvard University Press.
[9]	陈丹丹. 2021. 动态评价视角下网络同伴互评对英语写作质量的影响[J]. 外语电化教学 (2):17-23.
[10]	韩宝成. 2009. 动态评价理论、模式及其在外语教育中的应用[J]. 外语教学与研究 41(6):452-458.
[11]	李奕华. 2015. 基于动态评价理论的英语写作反馈方式比较研究[J]. 外语界(3):59-67.
[12]	刘建达. 2019. 中国英语能力等级量表[J]. 中国外语 16(3):11-12.
[13]	刘森、武尊民. 2017. 国外语言动态评价的最新研究[J]. 现代外语 40(6):837-847.
[14]	王湘玲、沙璐. 2021. 基于动态评价理论的翻译技术教学评价模式构建[J]. 外语界 (5):58-65.
[15]	张艳红. 2010. 大学英语写作教学的动态评价体系构建[J]. 解放军外国语学院学报 33(1):46-50.
[16]	张文霞、王晓琳. 2022. 中国英语能力等级量表在大学英语写作课堂学生自评中的应用研究——动态评价理论视角[J]. 中国外语19(1):71-78.