非英語專業(yè)學(xué)生翻譯課堂上的同伴反饋實(shí)驗(yàn)研究.pdf

1、Y1407731學(xué)校代碼10200分類號(hào)：旦!研究生學(xué)號(hào)：!Q；!!墜12密級(jí)：玉⑧東牡知予葒大孽碩士學(xué)位論文AnExperimentalStudyofPeerFeedbackinTranslationClassesforChineseNonEnglishMajors爿E英語專業(yè)掌生翻譯課堂上的同伴反饋實(shí)驗(yàn)研究指導(dǎo)教師學(xué)科專業(yè)研究方向?qū)W位類型作者：張力宋志平教授英語語言文學(xué)應(yīng)用語言學(xué)高校教師東北師范大學(xué)學(xué)位評(píng)定委員會(huì)2008年10月Ab

2、stractTheimportanceofaccuratetranslationiScommonlyrecognizedHoweverinChinawherelanguageteachingiScharacterizedbylargeclassesmanycollegeEnglishteachersfindmarkingstudents’translationtediousandunrewardingConsideringthelimi

3、tedtimeallocatedtoteachingcollegeEnglishandlargestudentratiosthisthesisadvocatesanalternativewayofimprovingstudents’translatingskillsbypeerfeedbackThreetheoriesareusedtosupportthisactivity：thetheoryofCollaborativeLearnin

4、g，thethepryof‘zoneofproximaldevelopment”(ZPDlofVygotskyandGagne’SConditionsofLeamingandInforlnationProcessingModeThepurposeoftheresearchiStoinvestigatetheeffectofpeerfeedbackon1earners’translationdevelopmentThreequestion

5、sareaddressed：(1)DoestheactivityofpeerfeedbackinfluenceChinesenonEnglishmajors’perceptionoftranslation(2)Ⅵmatarestudents’attitudestowardpeerfeedbackintranslationclass(3)ComparedwiththetraditionalwayofteacherfeedbackCanpe

6、erfeedbackactivitylcadtomoreprogreSSintranslationTwoEnglishteachingclassesoffreshmen(N=80)inChangchunUniversityofTechnologywereinvolvedintheresearchTheywererandomlyassignedtoexperimentalandcontrolconditionsTheExperimenta

7、lgroupreceivedguidelinesofpeerfeedbackbeforethestudyandstudents’translationswerediscussedthroughpeerfeedbacksessionsⅥmereastheControlgroupfollowedthetraditionalwayofteacherrespondingTheinstrumentsweretwoquestionnairesdes

8、ignedbytheauthoradministeredinapretestpost—testexperimentalgroupcontrolgroupdesign：Questionnaire1wasgiventoallstudentsbeforeandafterthestudyQuestionnaireIIWasonlyadministeredtotheExperimentalgroupafterthestudyTranslation

9、abilityWasmeasuredatthebeginningandendofthestudywhichlastedl6weeksFrequencycountofstudents’responsetoquestionnaireshowedthatmorestudentsintheExperimentalgroupthantheControlgroupfavoredtranslationandrevisionStudentsviewed

10、peerfeedbackasusefulandhelpfultotheimprovementoftheirtranslationqualityAnanalysisofpretestandposttestrevealedthatstudentsfromtheExperimentalgroupmademoreprogressthanthosefromtheControlgroupThefindingsofthestudydemonstrat

11、ethepositiveeffectoftheuseofpeer佗edbackinChinesenonEnglishclassFurthermore，itisrevealedthatpeerfeedbackplaysacomplementaryroletoteacherfeedbackinthatithelpsthestudentsfosterlearnerautonomyandfacilitatetheirtranslationski

12、lls，enhancingcommunicativecompetenceFinallypossiblesolutionstothepotentialproblemsaresuggestedItiSconcludedthatincorporatingpeerfeedbackintotranslationclassesforChinesenon—EnglishmajorsiSbothfeasibleandbeneficialHencethe