ABSTRACT

The present study adopted a process-oriented approach to investigate the efficacy of rubrics as a component of translation competence. In this study, 20 students performed an assessment of a Chinese-English translation. Subsequently, this group underwent a three-week rubric training program and were tasked to perform a second assessment of a similar Chinese-English translation. In both tasks the screen capture program, Camtasia was utilized to record each student’s assessment process. Based on the video recordings it was discovered that across the three rubric criteria (addition, simplification, reformulation), students visited the criterion of addition most frequently, and generated fewest but lengthiest comments. By comparison, they spent less time examining the criterion of simplification, though they produced more comments. This suggests that addition is more time-consuming than simplification to assess, yet more conducive to the assessors’ reflection. In addition, it was determined that after undergoing the training module, students showed early signs of rubric internalization, although their rubric mastery was clearly not fully automated. Specific pedagogical applications are thus suggested.

摘要

本研究采用面向过程的方法来调查量规作为翻译能力组成部分的功效。在这项研究中，20 名学生对中英翻译进行了评估。随后，该小组接受了为期三周的量规培训计划，并被要求对类似的中英翻译进行第二次评估。在这两项任务中，屏幕捕获程序都使用 Camtasia 来记录每个学生的评估过程。根据视频记录发现，在三个量规标准（加法、简化、重新表述）中，学生访问加法标准的频率最高，并且产生的评论最少但最长。相比之下，他们花更少的时间检查简化标准，尽管他们提出了更多的评论。这表明加法比简化评估更费时，但更有利于评估者的反思。此外，确定在接受培训模块后，学生表现出量规内化的早期迹象，尽管他们的量规掌握显然不是完全自动化的。因此提出了具体的教学应用。