過程導向翻譯課堂中的修訂活動：學生觀點

Revision in the Process-Oriented Translation Classroom: Student Perspectives

要確保翻譯品質，修訂（和自我修訂）是必不可少的。在翻譯教學中，自我修訂任務可以促使學習者再次審視其譯文，並反思其語言能力及翻譯策略。雖然修訂任務有其益處，在翻譯教學領域，相關研究仍相當有限，因此，本研究要探討英語為外語的大學生對英中翻譯修訂任務的看法。此研究歷時一學期，學生完成翻譯初稿後，依據得到的多方回饋再修訂其譯文。研究蒐集資料包括問卷調查、訪談及學習日誌，以探討學生對修訂重點、修訂任務及修訂相關教學活動的看法。結果顯示，學生較關注的修訂重點為準確、考量特定需求、流暢和技術性細節，這些修訂重點與專業譯者的修訂重點有相當程度的吻合，而在多種支持修訂過程的教學活動中，學生偏好小組合作和同儕回饋活動。研究也發現，學生普遍認為修訂有助提升譯文品質。論文最後提出教學建議。

Revision (and self-revision) has consistently been regarded as indispensable in ensuring the quality of the translation product. From a pedagogical perspective, a self-revision task can provide translation trainees with an opportunity to reevaluate their output and become more reflective about their linguistic knowledge and translation strategies. Despite its potential benefits, however, revision has received little attention in the research of translation pedagogy. This study explored how a class of English as a Foreign Language (EFL) undergraduate students perceived the revision task in an English-Chinese translation classroom. In this one-semester study, the students were asked to revise their draft translations after receiving input from various sources. Through a questionnaire, interviews, and students' learning journals, this study examined students' perceived focus of revision as well as their perceptions of revision and related pedagogical activities. Results suggested that students placed greater importance on accuracy, tailoring, smoothness, and mechanics when revising. These preferred focuses of revision corresponded broadly to those revealed in studies of professional translators. As to the activities designed and implemented to scaffold the revision process, students appeared to favor group work and peer review. Findings also indicated that students generally agreed to the positive role of revision in the improvement of translation quality. Pedagogical implications are discussed.