| Summary: | 本論文目的在研究鏡相詞庫的講授對台灣國中學生中文英譯是否有影響。鏡相詞庫是指兩種語言在同義句中出現詞庫排列相反的現象。
在長達七個月的研究中，有一班三十四位國三學生接受鏡相詞庫的講授，而另一班三十四位國三學生則藉由翻譯練習，自己歸納出詞庫的規則。本研究的對象為台灣台北市的國中學生。
本研究首先經由前測，從四個國三班級中選出兩班做為本實驗對象。而後的七次形成性評量則做為決定這七種與鏡相詞序相關的英語句式難易順序的依據。最後經由後測，以了解兩班學生在前測與後測的表現有無顯著差異。除此之外，從學生的中翻英過程報告中，彙整出不同程度學生在翻譯時不同的翻譯策略。而從學生的英語學習資歷調查表中，確認英語學習年數與翻譯表現的相關性。
本研究歸納土六個發現：
(1)在國中英語教學中，鏡相詞庫的講授對學生是有助益的，特別是對低程度的學生。
(2)鏡相詞庫的講授能促進學生習得一些英語句式，特別是在學習地方副詞，情狀副詞與名後介詞K語方面。
(3)與鏡相詞序相關的句式其難易程度順序如下：關係代名詞子句＞名後介詞片語＞被動式＞情狀副詞＞時間副詞＝地方副詞＞存在句
(4)在翻譯的表現上，男女學生並無顯著差異。
(5)整體而言，學生的英語學習年數與其在翻譯上的表現有顯著相關。
(6)不同程度的學生有其不同的翻譯策略。低程度的學生習慣逐字對照翻譯，而中等程度的學生會運用基本的英語句式，也曾注意英語詞素。至於高程度的學生則對時態與特殊的句式多所注意。
實驗分析的結果發現，鏡相詞庫的講授確實對國中生中文英譯的表現有明顯的幫助。同時，國中英語教師在教學時最好能參照句式的難易度順序來設計多元教學活動，以期能達到更佳的教學成效。
=== The study aims to investigate the effect of imparting mirror image phenomenon on the performance of Chinese-English translation of junior high school students in Taiwan. Mirror image phenomenon occurs when two different languages show the opposite word order between the corresponding sentences.
Over seven months, a class of thirty-four third-year junior high school students received explicit formal instruction related to mirror image phenomenon, while the other class of thirty-four junior high school students did translation exercises to induce the language patterns with regard to mirror image phenomenon by themselves. The two classes of subjects are chosen from ajunior high school in Taipei, Taiwan.
A pretest was given to four classes of junior high school students to determine the subjects of this study. Seven formative tests were designed to find out the difficulty levels of these seven language patterns related to mirror image phenomenon. A post-test was made to see whether the formal instruction on mirror image phenomenon enhances the students' performance of Chinese-English translation.Students' translation process reports were collected to sort out the translating strategies of multi-level students. And students' learning background sheets were collected to find the correlations between the number of year of language learning and the translation performance.
This research finds that:
(1) The explicit instruction on mirror image injunior high school is helpful to the subjects, especially the low level subjects.
(2) The explicit instruction of mirror image phenomenon can facilitate students to acquire some English linguistic patterns, especially adverbs of place, adverbs of manner, and post-noun prepositional phrases.
(3) The hierarchy of difficulties in linguistic patterns is presented as follows: Relative CI.>Post-noun P. P.>Passive S>Adv ofmanner>Adv oftime=Adv ofplace>Exist. S.
(4) Gender does not play any significant role in the performance of language translation.
(5) The number of year of language learning is highly correlated with the performance of language translation.
(6) Different level of students has different translating strategies. The low level learners translate verbatim, the middle level learners apply basic sentence patterns and pay attention to grammatical morphemes, and the high level learners take heed of tense and aspect and specific sentence patterns.
These findings indicate that the instruction of mirror image phenomenon improves students' performance of language translation more than the students' self-induction. Moreover, it is advised that junior high school teachers design various teaching methods and activities according to the order of difficulty of the language patterns to make their students acquire the patterns better.
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