英語教學中的翻譯行為：以國民中學師生為例

Abstract

雖然翻譯的使用在英語教學領域無處不在，但是一直頗受學界冷落。本研究要探討的是台灣的國中師生在英語教學場域有何種翻譯行為，雙方對於翻譯又抱持了何種態度。本研究先利用實地觀察和訪談的方法了解台灣的國中英語教師使用翻譯的行為和態度。同時再利用問卷了解台灣的國中生學習英文時，使用翻譯的行為和態度。結果發現（一）兩位教師在課堂上都有多種依賴翻譯的教學行為，但是對於全英語教學仍抱有憧憬，所以態度和行為有些矛盾。（二）學生多數相當依賴翻譯學習英文，不過也有些人呈現心態與行為矛盾的現象，例如英文成績越好的同學在行為上越常使用翻譯，但是心態上卻越排斥。本研究推論，由於台灣英語教育仍推崇ESL的溝通式教學法，但是實際教學卻又面臨實行的困難，因此師生的行為產生如此矛盾。

The role of translation in English education is often neglected by ESL/EFL researchers despite its prevalence in the classroom. This study explores how junior high school teachers and students in Taiwan view translation and how they employ it in the classroom by observing teachers in the classroom, interviewing them after class, and conducting a questionnaire with students. This study finds that despite depending heavily on translation as a teaching method, the teachers still favor an “English-only” method. In addition, most students tend to rely on translation while learning English, especially those with higher English proficiency or stronger motivation; however, those students hold a more negative attitude toward it. The study argues that the reason for these contradicting attitudes is that although English education in Taiwan still prefers the communicative approach to ESL, which encourages monolingualism, it is not practical to implement this approach in a real classroom setting in Taiwan.