於英文寫作課中使用翻譯題目作為診斷性評量工具之研究

Developing a Diagnostic Assessment by Using Translation Task as an Instrument in EFL Writing Class

目前國內大學對於通識英文的分級考試，幾乎都是給予大一學生閱讀及聽力的選擇題測驗。然而此種測驗無法讓授課老師從聽力及閱讀的成績得知學生口說及寫作的能力。本篇研究目的為針對通識英文的寫作課程設計出一種診斷性評量（diagnostic assessment），提供老師作為後續課程安排的參考。評量以中譯英的翻譯測驗做為診斷的工具，能夠避免學生隨機猜答完成選擇題，以及給予學生寫作題目但他們卻沒有想法的問題。本篇研究的評分量表則是根據賴慈芸的翻譯評分量表「六／四評分法」為原型修改，以其原有的「表達」及「正確」為兩大評分項目，並在「表達」之下納入英文寫作觀點的評分次項：「單字」、「文法」、「技巧」，在「正確」之下納入翻譯觀點的次項：「沒有誤譯」、「沒有漏譯或添譯」。整篇翻譯擷取一個段落並拆分成單句，每句翻譯總分為十分，每個次項佔兩分，因此「表達」總分為六分，「正確」總分為四分。取得整張考卷「表達」及「正確」的平均後，將平均分數依照標準分類為高分、中分、低分的程度。作者也會探討「表達」及「正確」分數相交背後的含義。作者實際操作後觀察到學生在「正確」取得低分的原因包含：單字、片語及搭配詞不足、字面翻譯、不理解原文。因此作者建議老師們在給予學生寫作練習前，需建構與寫作主題相關的辭彙庫、表達法以及清楚解釋背景知識。

In Taiwan’s universities, listening and reading multiple-choice questions are adopted in most placement exams for general English courses. However, teachers cannot have clear pictures of students’ English writing and speaking competency from the exam. Therefore, this study aims at designing a diagnostic assessment by giving Chinese-to-English translation test for English writing class. The study modifies Lai Tzu-yun’s (2008) 6/4 scale by adopting its two major criteria-expression and accuracy. The study adds sub-criteria under the expression: vocabulary, grammar and mechanics. Under the accuracy are sub-criteria from a translation perspective: no omission or addition, and no mistranslation. The Chinese source text is separated into sentences. For each sentence, each sub-criterion accounts for two scores. The total score for expression is six and the total score of accuracy is four. The average scores of expression and accuracy are classified into the high, medium and low levels. It is observed that students’ low accuracy is caused by lacking topic-related vocabulary, phrases and expressions; word-for-word translation; and misunderstanding the source texts. Thus, teachers are advised to build a glossary and background knowledge for each writing topic.