探究大學生西譯中過程的資訊素養表現

Analysis of Students’Information Literacy in the Translation Process: From Spanish into Chinese

本研究以Big 6資訊素養六大技能探究大學生西譯中過程的資訊素養表現，透過學生作業成果、Microsoft Teams螢幕錄製、半結構式訪談及問卷調查搜集資料。經研究結果發現，學生分組合作時，在「了解任務」、「取得資訊」、「使用資訊」方面的資訊素養表現優於個人獨立完成作業，例如透過合作方式確實能夠彼此提醒執行翻譯任務時需注意的事項。此外，分組合作時學生能具體說明並分類翻譯問題，包括缺乏專業知識及雙語轉換能力不足，但這主要與文章內容有關。另一方面，分組合作所列出的資料來源類型比個人作業更多元，使用資訊時也懂得透過閱讀文字及交叉比對圖片或影片等方式確認資訊正確性，然而這與作業成果優劣並無直接關聯，主要取決於學生的原文理解能力以及是否能正確詮釋資料來源內容有關。在「資料找尋策略」、「綜合整理」及「檢討評估」方面主要落在「普通」，極少數學生達到「優異」表現。學生無論是在個人作業或分組合作時的尋找資訊策略以網頁資料、線上字典及翻譯軟體為主，不常使用進階搜尋功能，也鮮少詢問教師或專家，主要原因與學習動機有關；影響其「綜合整理」及「檢討評估」資訊素養表現主要因素為學生缺乏相關領域知識及雙語轉換能力有待加強，因此也無法判斷翻譯成果是否已達到譯文的忠實度與目標語接受度。

This study investigated the students’ information literacy in the Spanish-Chinese translation process based on the Big 6 Skills model. The study lasted a semester, and data were gathered through students’ translation, screen-recorded videos by Microsoft Teams, interviews, and questionnaires. The results showed that students’ skills in “Task Definition”, “Location and Access Sources” and “Use of Information” were better when they worked as groups. For example, through cooperation, it is certain that students will remind each other of the things which need to be paid attention to during the process of translation. In addition, they explained and classified in detail the translation issues: lack of professional knowledge and the ability to transfer from Spanish into Chinese, but this is related to the content of the text. Moreover, students compared and confirmed the accuracy of information by using multiple methods during teamwork. The types of data sources listed in group work are more various than in individual work, and they also know to confirm the accuracy of the information by reading the text and cross-referencing images or videos. Nevertheless, this has nothing to do with the quality of assignments because it mainly depends on students' ability to understand the original text and whether they can correctly interpret the content of the source. On the other hand, both individual and group work have not demonstrated a significant difference in “Information Seeking Strategies”, “Synthesis information” and “Evaluation” skills, most of them have achieved a “regular” level, and only a few students have achieved an “excellent” level. According to the results of the research, students mainly used online resources, such as web pages, online dictionaries, machine translation, etc., and very few of them consulted teachers or experts in relevant fields. The main reason is related to their learning motivation. In addition, due to the lack of professional knowledge and abilities in linguistic communication of both languages, most students couldn’t evaluate if their translation results had achieved the fidelity and acceptability of the target text.