From Direct Translation to Situational Translation
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概要
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To better understand the effects of supplementary material such as a written explanation or a series of pictures on Japanese student's ability to translate a dialog from English to Japanese, 102 third year high school students and 68 first year English major and 100 first year non-English major college students were divided into five groups and given an English dialog to translate. Some groups were also given a written explanation of the situation in Japanese, or listened to a recorded tape of the dialog. Others were given a series of three pictures of the situation, still others both the pictures and the explanation. Some groups were given the dialog and nothing else. Translations were scored as to situational and meaning accuracy and the results of each group computed. High school students were found to produce unacceptable translations when supplied with just an English dialog but acceptable translations when shown the series of pictures and even better translations when given the explanation and the series of pictures. College English majors, on the other hand, produced better translations when shown the pictures only. College non-English majors demonstrated no significant improvement in any category.
- 外国語教育メディア学会の論文
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