文献类型：期刊文献

中文题名：同伴反馈在翻译教学中的应用及其教学效度——从评价话语分析角度研究

英文题名：The application of peer-feedback and its validity in translation class:From the perspective of appraisal discourse

作者：徐颖颖[1]

机构：[1]广东海洋大学外国语学院,广东湛江524088

年份：2017

期号：2

起止页码：53

中文期刊名：外语测试与教学

外文期刊名：Foreign Language Testing and Teaching

收录：国家哲学社会科学学术期刊数据库

基金：广东省创新强校特色创新类项目(教育科研类)"基于语料库的同伴反馈翻译教学模式初探"(编号2015GXJK049)

语种：中文

中文关键词：同伴反馈;评价系统;翻译教学

外文关键词：peer feedback; appraisal system; translation teaching

中文摘要：本研究依据Martin&White评价理论,结合翻译习作错误残存或消失情况,把同伴反馈翻译教学模式下学生间评价话语和教授相同教学内容的教师话语进行对比,旨在挖掘影响其教学效度的因素。数据分析显示,整体与教师课堂话语相似的同伴反馈评价话语具有积极教学效度,反之则具有消极效度,其中积极教学效度的同伴反馈评价话语具有聚焦明显的特征用以凸显评价者权威,而消极教学效度的同伴反馈话语出现聚焦模糊和前后语气不一致的情况,造成对有文化色彩的词语和语法结构把握不足等现象。教师在采取同伴反馈翻译教学模式时可以针对以上几点进行相应的指引,从而更好发挥此模式的教学潜能。

外文摘要：The research, based on the appraisal theory by Martin ＆ White, and observation of the lingering or disap- pearing of the errors in translation assignments, compares the discourse of students＇ peer feedback with that of teachers who teach the same content in translation class, aiming to explore the elements that contribute to influence the validity of teaching. Data analysis showed that the peer-feedback appraisal with negative effect showed sharp contrast with that of teachers while the ones with positive effect showed great similarity. It also demonstrates that positive peer- feedback appraisal highlights the speakers＇ role of authority by the discourse with sharp focus. The negative ones have the characteristics of soft focus and inconsistency in mood, which result in the inadequate understanding of the lexicon with cultural elements and the grammatical structure. Based on the findings, teachers can take corresponding measures when applying the peer-feedback teaching mode so as to better realize the efficacy potential of the teaching mode.