臺灣博碩士論文加值系統

將訓練專業口譯員的口譯活動融入第二外語教學已行之有年，也有許多研究證明此做法有許多好處，然而仍有不少學生對於語言課堂中的口譯活動抱持負面看法。本研究旨在探討將口譯活動應用至語言課堂設計時應如何調整課堂活動流程與教法，以提升學生口語流利度並改善學生對此類課程的看法。
本研究設計為期五週的華語口說實驗課程，每週皆以主題式規劃並以口譯活動為主軸、「做中學」作為教學原則。十二位具中級或中高級中文程度的非中文母語者隨機加入實驗組或對照組，學習相同的課程內容但在口譯活動後接受不同方式的反饋。研究以問卷和半結構式訪談調查學生在實驗課程前、中、後自評的口說流暢度，以及他們對教學口譯課程的態度變化。結果顯示在五週的實驗課程後，所有學生都對中文口說更有自信，不過中高級程度的學生表示他們的自信心來自逐步口譯活動，他們也認為該活動對提升口說能力非常有幫助；中級程度的學生則認為自由發表意見的口說活動讓他們更有信心，少數同學表示口譯活動反而阻礙他們發揮口說實力。至於實驗組與對照組的差異反映在學生著重的口說問題以及對口譯能力的自信心。實驗組學生更注重以篇章為單位的問題，並且對從事口譯活動更有信心；對照組學生則因為口譯活動而發現詞彙量嚴重不足，也降低對口譯的信心，不過整體而言他們仍對說中文更有自信。此外，許多實驗組學生將口說進步歸功於他們在口譯活動中學到的變通策略，並提及課程結束後他們會在生活中有意識地用此策略解決口說困難，然而對照組的學生大多認為是課程的整體規劃及大量口說練習讓他們在生活中更敢說中文。
本研究發現以做中學為教學原則的教學口譯課程中，學生對口譯活動持正面的態度，而教師引導學生反思更有助於學生意識到如何將口譯活動中學到的技巧應用至日常口說情境。此外，本研究也發現在高壓的環境下發言對專業口譯員十分重要，但在以口說為目標的語言課堂上可能阻礙學生的口說表現與自信心，因此在教學口譯時可以適時加入遊戲的元素或討論活動營造輕鬆、合作的氛圍。

Integrating interpreting activities used in professional interpreter training into second foreign language (L2) teaching has been a long-standing practice, and many studies have demonstrated the benefits of this approach. However, many students still view interpreting activities in language classes negatively. This study aims to explore how to adjust classroom activities and teaching methods when applying interpreting activities to language lessons designed to improve students’ oral fluency and improve their perceptions of such courses. The research design involved a five-week Chinese-speaking experimental course, with each week being thematically planned and centered on interpreting activities, using the “learning by doing” principle. Twelve non-native Chinese speakers with intermediate (B1) or upper-intermediate (B2) Chinese speaking proficiency were randomly assigned to the experimental or control groups, studying the same course content but receiving different types of feedback after the interpreting activities. The study used questionnaires and semi-structured interviews to investigate students’ self-assessed oral fluency and attitudes toward pedagogical interpreting courses before, during, and after the experimental course.
The results showed that all students felt more confident speaking Chinese after the five-week experimental course. B2-level students said their confidence came from interpreting activity (sentence by sentence), which was also helpful to their speaking proficiency improvement; while B1-level students indicated that their confidence came from activities that allowed them to speak freely. On the other hand, the differences between the experimental and control groups were reflected in the speaking challenges they focused on, their confidence in interpreting abilities, and the elements they attributed to their improvement in speaking.
This study found that students in pedagogical interpreting courses taught with the “learning by doing” approach have a positive attitude toward interpreting activities. Teacher-guided reflection is more helpful in establishing the connection between interpreting activities and speaking learning, while it also helps students realize how to apply the skills learned in interpreting activities to daily speaking situations. In addition, this study also found that speaking under pressure is very important for professional interpreters, but it may hinder students’ speaking performance and self-confidence in language classes with a focus on speaking. Therefore, game elements or discussion activities can be appropriately added when using learning by doing in pedagogical interpreting lessons.

Acknowledgment i
摘要 iii
Abstract iv
Chapter 1   Introduction 1
1.1 Research Background and Motivation 1
1.2 Research Objectives and Questions 6
Chapter 2   Literature Review 9
2.1 Theoretical Framework of “Learning by Doing” 9
2.2 Learning by Doing in Second Language Education 12
2.3 Pedagogical Interpreting and Learning by Doing 16
2.4 Summary 19
Chapter 3   Methodology 21
3.1 Research Design 21
3.2 Curriculum Design 31
Chapter 4   Results 47
4.1 Results of the Questionnaires 47
4.2 Qualitative Data 59
Chapter 5   Discussion 79
5.1 Important Factors to Consider in Pedagogical Interpreting Lessons Using Learning by Doing 79
5.2 Adapting Pedagogical Interpreting Lessons to Different Proficiency Levels 82
5.3 Potential Problems of the Class Design 84
Chapter 6   Conclusion 87
6.1 Summary of the Major Findings 87
6.2 Pedagogical Implications 88
6.3 Limitations of This Study and Suggestions for Future Research 90
References 93
Appendix 1: Informed Consent Form 101
Appendix 2: Interview Consent Form 104
Appendix 3: Pre-experiment Questionnaire 106
Appendix 4: Questionnaire 1 109
Appendix 5: Questionnaire 2 113
Appendix 6: Peer Observation Sheet 118
Appendix 7: Chinese Reading Text Sample in Lesson 2 119

Albl-Mikasa, M. (2013). Developing and cultivating expert interpreter competence. Interpreters Newsletter, 18, 17-34. https://doi.org/10.21256/ZHAW-4081
Aliakbari, M., & Jamalvandi, B. (2010). The Impact of “Role Play” on Fostering EFL Learners’ Speaking Ability: A Task-Based Approach. Pan-Pacific Association of Applied Linguistics, 14(1), 15-29.
Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning. Journal of the Learning Sciences, 7(3-4), 271-311. https://doi.org/10.1080/10508406.1998.9672056
Biasetti, G. (2016). Benefits of an Interpretation Course for Foreign Language Learning and Development. Hispania, 99(4), 615-634. https://doi.org/10.1353/hpn.2016.0107
Brown, N. A. (2009). Argumentation and Debate in Foreign Language Instruction: A Case for the Traditional Classroom Facilitating Advanced‐Level Language Uptake. The Modern Language Journal, 93(4), 534-549. https://doi.org/10.1111/j.1540-4781.2009.00929.x
Bruce, B. C., & Bloch, N. (2012). Learning by Doing. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 1821-1824). Springer US. https://doi.org/10.1007/978-1-4419-1428-6_544
Chen, Y. (2019). 語言翻譯教學輔助成人美語口說訓練之初探 [Teaching translation as a language skill in assisting adult learners’ English oral training] [Unpublished master’s thesis]. National Taiwan Normal University.
Cinganotto, L. (2019). Debate as a Teaching Strategy for Language Learning, Lingue e Linguaggi 30, 107-125. https://doi.org/10.1285/I22390359V30P107
Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, Self‐confidence, and Group Cohesion in the Foreign Language Classroom. Language Learning, 44(3), 417-448. https://doi.org/10.1111/j.1467-1770.1994.tb01113.x
Cook, G. (2007). A thing of the future: Translation in language learning. International Journal of Applied Linguistics, 17(3), 396-401. https://doi.org/10.1111/j.1473-4192.2007.00160.x
Dawkins, S., Ritz, M.-E., & Louden, W. (2009). Learning by doing: Preservice teachers as reading tutors. Australian Journal of Teacher Education, 34(2). https://doi.org/10.14221/ajte.2009v34n2.4
El Majidi, A., De Graaff, R., & Janssen, D. (2021). Debate as a pedagogical tool for developing speaking skills in second language education. Language Teaching Research, 1-22. https://doi.org/10.1177/13621688211050619
Fatemeh, Mollaei & Rahnama, Hamidreza. (2012). Experiential Education Contributing to Language Learning. International Journal of Humanities and Social Science, 2(21), 268-279.
Floros, G. (2021). Pedagogical Translation in School Curriculum Design. In M. Ji & S. Laviosa (Eds.), The Oxford Handbook of Translation and Social Practices (pp. 279-299). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190067205.013.20
Gile, D. (2005). Teaching conference interpreting: A contribution. In M. Tennant (Ed), Training for the New Millenium (pp. 127-151). John Benjamins B.V.
Gile, D. (2009). Basic concepts and models for interpreter and translator training (Rev. ed). Benjamins.
Goh, C. C. M. (2017). Research into practice: Scaffolding learning processes to improve speaking performance. Language Teaching, 50(2), 247-260. https://doi.org/10.1017/S0261444816000483
Guan, D. (2012). 翻譯任務在商務華語教學中之運用 [Applications of Translation Tasks in Business Chinese Instruction], Taiwan Journal of Chinese as a Second Language, 12, 6-17.
Gürler, İ. (2015). Correlation between Self-confidence and Speaking Skill of English Language Teaching and English Language and Literature Preparatory Students. Current Research in Social Sciences, 1(2), 14-19.
Jauregi, K., Graaff, R. D., & Bergh, H. V. D. (2012). Learning by doing: Promoting language teacher competencies for networked teaching and learning. Procedia - Social and Behavioral Sciences, 34, 116-121. https://doi.org/10.1016/j.sbspro.2012.02.024
Knutson, S. (2003). Experiential Learning in Second-Language Classrooms. TESL Canada Journal, 20(2), 52-64. https://doi.org/10.18806/tesl.v20i2.948
Kode, S., Thadasina, S. R., Reddy, S. K., Nagaraju, K., & Gollapudi, L. (2012). Adapting to Learning by Doing (LBD): Challenges Faced in Implementing the Student Enhancement Program (STEP). 2012 IEEE Fourth International Conference on Technology for Education, 1-6. https://doi.org/10.1109/T4E.2012.20
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Krashen, S. D. (1982). Principles and practice in second language acquisition (1st ed). Pergamon.
Larasati, F. (2018). Student centered learning: an approach to develop speaking skill in EFL classroom. English Community Journal, 2(1), 153-157. https://doi.org/10.32502/ecj.v2i1.1004
Le, T. M. (2019). An investigation into factors that hinder the participation of university students in English speaking lessons. IOSR Journal Of Humanities And Social Science, 24(4), 84-94.
Leonardi, V. (2011). Pedagogical Translation as a Naturally-Occuring Cognitive and Linguistic Activity in Foreign Language Learning. Annali Online di Lettere - Ferrara, 1-2, 17-28 Paginazione. https://doi.org/10.15160/1826-803X/234
Lesgold, A. M. (2001). The nature and methods of learning by doing. American Psychologist, 56(11), 964-973. https://doi.org/10.1037/0003-066X.56.11.964
Liao, P. & Hsu, T (2004). 大專口譯課是否能提升學生口語能力之探討 [Can interpretation instruction increase students’ oral proficiency? ]. Studies of Translation and Interpretation, 9, 313-332.
Liao, P. (2006). EFL Learners’ Beliefs about and Strategy Use of Translation in English Learning. RELC Journal, 37(2), 191-215. https://doi.org/10.1177/0033688206067428
Liao, P. (2022). 英中筆譯教學：理論、實務與研究 [English-Chinese translation education: Theory, practice, and research]. Jong Wen Books Co., LTD.
Liu, M. (2002). [Interpretation training and foreign language education], Studies of Translation and Interpretation, 7, 323-339.
Likitrattanaporn, W. (2017). The Development of English Language Teaching Skills for Graduate Students through the Process of Learning by Doing. English Language Teaching, 10(7), 96. https://doi.org/10.5539/elt.v10n7p96
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1-40. https://doi.org/10.1017/S0261444812000365
McCarthy, M. (2003). Spoken language and applied linguistics (Reprinted). Cambridge University Press.
Mohamed, N., Kamlun, K, Othman, I. (2021). Translation pedagogy versus pedagogical translation in language learning. International Journal of Education, Psychology and Counseling, 6(43), 83-96.
Mustafa, A. (2015). Using role-play activities to develop speaking skills: A case study in the language classroom. International Journal of Social Sciences & Educational Studies, 1(4), 27-33.
Nunan, D. (1999). Second language teaching & learning. Heinle & Heinle.
Oga-Baldwin, W. L. Q. (2019). Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning. System, 86, 102-128. https://doi.org/10.1016/j.system.2019.102128
Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18.
Reigeluth, C. M. (2012). Instructional-design Theories and Models: A New Paradigm of Instructional Theory, Volume II. Taylor and Francis.
Saito, Y. (1994). The MBA and Japanese: Teaching practical language skills in authentic contexts. Theory Into Practice, 33(1), 34-40. https://doi.org/10.1080/00405849409543613
Schank, R. C. (1990). Dynamic memory: A theory of reminding and learning in computers and people (Reprinted). Cambridge University Press.
Sheehan, M. (2020). Learning by Doing: The Challenge of Aligning Theory and Practice in School-Based, Post-graduate, Teacher Education Programmes. In J. Fox, C. Alexander, & T. Aspland (Eds.), Teacher Education in Globalised Times (pp. 261-272). Springer Singapore. https://doi.org/10.1007/978-981-15-4124-7_14
Skinner, B. F. (2007). Beyond freedom and dignity (Nachdr.). Hackett.
Solomon, E. D., Hackathorn, J., Tennial, R. E., Blankmeyer, K., & Garczynski, A. M. (2011). Learning by doing: An empirical study of active teaching techniques. Journal of Effective Teaching, 11(2), 40-54. https://doi.org/10.1037/e683152011-599
Takimoto, M., & Hashimoto, H. (2010). An “eye-opening” learning experience: language learning through interpreting and translation. Electronic Journal of Foreign Language Teaching, 7(1), 86-95.
Tudor, I. (1987). Using translation in ESP. ELT Journal, 41(4), 268-273. https://doi.org/10.1093/elt/41.4.268
Varney, J. (2009). From Hermeneutics to the Translation Classroom: A Social Constructivist Approach to Effective Learning. Translation & Interpreting: The International Journal of Translation and Interpreting Research, 1(1), 29-45.
Vermes, A. (2010). Translation in foreign language teaching: A brief overview of pros and cons. Eger Journal of English Studies X, 83-93.
Vygotsky, L. S. (1980). Mind in Society: Development of Higher Psychological Processes (M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Wen, Q., & Johnson, R. K. (1997). L2 Learner Variables and English Achievement: A Study of Tertiary-level English Majors in China. Applied Linguistics, 18(1), 27-48. https://doi.org/10.1093/applin/18.1.27
Winn, S. (1995). Learning by doing: Teaching research methods through student participation in a commissioned research project. Studies in Higher Education, 20(2), 203-214. https://doi.org/10.1080/03075079512331381703
Wu, Y. (2015). The Design and Implementation of Fluency-oriented Chinese-to-English Short Consecutive Interpreting Practice at the Undergraduate Level. Journal of English Education, 3(2), 113-140.
Wu, Y. (2015). The design and implementation of fluency-oriented Chinese-to-English short consecutive interpretation practice at the undergraduate level. Journal of English Education, 3(2), 113-140.
Wu, Y. (2019). Chinese-to-English back-interpreting practice in the undergraduate EFL classroom: Task design and learners’ perspectives. Taiwan Journal of TESOL, 16(1), 67-98.
Wu, Y., & Liao, P. (2019). Interpreting in the language classroom: Effects of Chinese-to-English interpreting strategy training on EFL undergraduates’ oral proficiency. Compilation and Translation Review, 12(2), 77-126.
Yagi, S. M. (2000). Language Labs and Translation Booths: Simultaneous Interpretation as a Learner Task. Language, Culture and Curriculum, 13(2), 154-173. https://doi.org/10.1080/07908310008666596
Yardley-Matwiejczuk, K. M. (1997). Role play: Theory and practice. Sage.