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博士學位升等報告

博士學位升等報告. 張瓊瑩 March 21, 2017. What brought me here?. Presentation outline. Part one: Ph.D. study Part two: Administrative service Part three: Teaching. Toward pedagogy of translation for life-long learning. An educational case study in Taiwan By Evelyn Chang 2009-2013.

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博士學位升等報告

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  1. 博士學位升等報告 張瓊瑩 March 21, 2017

  2. What brought me here?

  3. Presentation outline • Part one: Ph.D. study • Part two: Administrative service • Part three: Teaching

  4. Toward pedagogy of translation for life-long learning An educational case study in TaiwanBy Evelyn Chang 2009-2013

  5. What’s going on? • Rapid change in the job market • Degree inflation • Increasing numbers in the T/I (Translation and Interpreting) courses and programs

  6. What’s going on (in Spain)? • Around 7,000 T/I students graduate from 27 universities in Spain each year • This exceeds market demand *Pym (2002)

  7. What’s going on (in Taiwan)? • Many students study translation and interpreting in a language-related department • 62 English-related departments and35 non-English related departmentsprovide translation and interpreting courses *Zhou, 2004

  8. What’s in students’ mind? Students choose to study T/I for: *汝明麗編譯論叢第七卷第一期

  9. What’s in my mind? • Can teaching translation extend beyond ‘producing translators’? • If yes, how am I going to achieve it? • How do I know that I have achieved it?

  10. Why educational orientation? Bernardini, 2004

  11. Research questions • For training purpose: how do beginners of translation become less constrained by the influence of the source language? • For educational purpose: in what way does my pedagogical intervention serve to help students become life-long learners ?

  12. Research design • Action research: two stages • Qualitative +quantitative data • Primary data collection in stage two: 1. students’ learning journals 2. my field notes 3. pre- and post-tests 4. students’ portfolios 5. course evaluations

  13. Research context • An English Department in Taiwan • Introduction to professional translation: theory and practice • Participants: 3rd year undergraduates, no prior translation training • Stage 1: 34 participantsStage 2: 30 participants

  14. Translation pedagogy: Key elements

  15. My translation pedagogy • Learner-centred approach • Translator’s Competencesas teaching content • Portfolio as main assessment

  16. Objectives of my teaching • Training -- students’ perceptions of translation demonstrate a shift from that which is static and linguistic to that which is functional and dynamic • Education --increasing self-confidence -- capacity of reflective thinking

  17. What did I discover ? • Students learning curve is cyclic.

  18. What did I discover? • Making source language interference explicitly as key learning obstacle right from the start. eve

  19. What did I discover? • Peer-editing is a powerful tool.

  20. What did I discover? • To facilitate students’ re-orientation to the learner-centered approach, scaffolding is essential.

  21. Contemplation… • Did I manage to kill two birds with one stone? • The necessity of creating connections in the classroom context.

  22. Part two: Administrative service • R &D • Academic cooperation section • International academic collaboration

  23. Main task area • International collaboration 1. EU projects 2. Dual degree 3. Affiliation with overseas universities 4. New Southbound Policy

  24. Currently working on… • Translating CJCU’s organisation chart • Dual degree with T/I Master program of Macquarie University, Australia • Researching other universities • Hosting research ethics workshop

  25. Part three: Teaching • 引導學生認識自己，建立自信與目標 • 以翻譯實踐作為橋樑 • 對特殊需求學生的關懷 • 對資優學生的督導

  26. Commercial time • 為鼓勵教師投入本校重點特色發展領域之相關研究，於106.01.19研發委員會通過，廢除期刊論文及專書創作獎助，經費轉挹注於「國際合作」、「跨領域」及「新血培育」同步調整年度自籌款預算。 • 學發組加強鼓勵老師參與投入國際競賽及國際合作計畫。

  27. Commercial time • 科技部東協及南亞人文社會科學研究計畫 • 區域結構中的語言、文學及文化流動 • 區域互動中的文化溝通與適應 • 區域脈絡下的宗教信仰與交流 • 可作個別或是整合型計畫

  28. Commercial Time • 亞洲基督教高等教育聯合董事會 (United Board for Christian Higher Education in Asia) • 汲取基督教的價值觀，致力於全人教育的願景，提供經費給亞洲之高等教育機構以提升教學品質

  29. UB • 五大關注與贊助的領域： 1. 高等教育機構之領導人才的培育 2. 提升教師的教學與研究能力 3. 強化學校與社區的夥伴關係 4. 亞洲的文化與宗教研究 5. 特殊新發想(e.g. Bamboo Grants Program)

  30. 謝謝聆聽 Q&A

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