英文程度不同的學生對TILT教學法的反應

How do Students with Different Levels of English Proficiency Respond to the TILT Approach?

本文旨在探討英文程度不同的學生對TILT (Translation and Interpreting in Language Teaching) 教學法的反應，研究材料採用了日本關西大學外國語學部的線上口譯訓練課程，以台灣中部某大學應用英語碩士班15名學生為對象進行實驗，實驗方法是受試者在跟述線上教材一次之後，立即錄下記得的內容作為基準 (baseline)，接下來依序透過跟述 (shadowing) 朗讀 (reading aloud) 和聽寫重構 (dictogloss) 三個方法共進行20分鐘左右的練習，最後受試者再根據老師提供的關鍵字錄下dictogloss的產出，本研究共選出英文程度進階、中階、與初階各三人進行音檔的細部分析。

與基準做對照，英語程度進階與中階的受試者的產出在內容完整性和句型結構兩個層面都有非常明顯的效果，唯一有困難的族群是英語程度初階而且文法底子偏弱的受試者。在問卷和訪談中，這個族群的受試者也表示肯定這一套TILT訓練法的實用性，秉持i+1的選材原則，如果長期訓練，英語程度的提升是可以期待的。

 

This study aims to examine how learners of different English proficiency levels respond to TILT (Translation and Interpreting in Language Teaching). Fifteen students from the Graduate Program of Applied English at a university in central-Taiwan participated in the experiment which employed the online interpreting e-learning courseware of Kansai University, Japan.

After the participants shadowed the online audio file once, they immediately recorded the content they recalled as a baseline. Next, they practiced in sequence the online text through shadowing, reading aloud and dictogloss for approximately a total of 20 minutes. Finally, participants recorded their reproduction of the online text based on the keywords provided by the experimenter. The recordings of nine participants were selected for an in-depth analysis. Three of them had basic English proficiency, three intermediate, and three advanced.

Compared with the baselines, the output of participants with advanced and intermediate English proficiency demonstrated positive training effects in terms of content covered and sentence structure. The only group with difficulties is those with basic English proficiency and rudimentary grammar. However, these participants still expressed affirmation of the practicality of TILT in the questionnaire and interview. With longer-term training upholding the principle of i+1 in material selection, improvement in English could be expected.