[雙語翻譯]插畫外文翻譯--插圖對短篇小說回憶的影響（英文）

1、 Procedia - Social and Behavioral Sciences 98 ( 2014 ) 572 – 579 Available online at www.sciencedirect.com1877-0428 © 2014 The Authors. Published by Elsevier Ltd. Selection and peer-review under responsibilit

2、y of Urmia University, Iran. doi: 10.1016/j.sbspro.2014.03.453 ScienceDirectInternational Conference on Current Trends in ELT The Impact of Illustrations on Recall of Short Stories Mohammad Ghazanfaria, Mahsa Ziaeeb, *

3、, Ehsan Sharifianfarc aFerdowsi University of Mashhad, Iran bHakim Sabzevari University, Iran cIslamic Azad University - Torbat-e-Heydarieh Branch, Iran Abstract Drawing on the tenets of generative learning theory, propo

4、sed by Wittrock (1992), the present study examined to what extent providing EFL students with short stories accompanied with illustrations, drawn by an artist, portraying some scenes relevant to the content of the stor

5、ies, might influence the recall of major features of the fictional texts. A sample of Michigan proficiency test was initially administered to 75 intermediate female students at Parax Language Institute (PLI), in Mashhad

6、, Iran, and those who scored within the range of one standard deviation above and below the mean were selected as the participants of the study (N=54). Then, they were randomly assigned to two equal groups (a control a

7、nd an experimental group), each consisting of 27 homogenous students. The participants were given three short stories. The experimental group received the illustrated version of the stories. However, the control group

8、was merely given the text of the same stories. Four weeks after presenting the texts, both groups were given a recall test of multiple-choice format. The findings revealed that students who were given the texts accompa

9、nied with illustrations outscored the control group, suggesting that illustrated short stories are likely to enhance the recall of such texts by EFL learners. © 2014 Ghazanfari, Ziaee, and Sharifianfar. Published

10、by Elsevier Ltd. Selection and peer-review under responsibility of Urmia University, Iran. Keywords: Wittrock’s generative theory; Illustrations; Literary prose texts; Recall * Corresponding author: Tel.: +985117620143

11、E-mail address: m.ziaie108@gmail.com; mghazanfari@um.ac.ir © 2014 The Authors. Published by Elsevier Ltd. Selection and peer-review under responsibility of Urmia University, Iran.Open access under CC BY-NC-ND licens

12、e.Open access under CC BY-NC-ND license.574 Mohammad Ghazanfari et al. / Procedia - Social and Behavioral Sciences 98 ( 2014 ) 572 – 579 1.2. Illustrations In the modern society, most of the written texts are ac

13、companied by illustrations. In a study by Smith and Elifson (1986), college social science textbooks of the 1960s were compared with those of the 1980s. The first change was a tremendous increase in the number of illus

14、trations. They asserted that “The number of pictures has not merely doubled or tripled in twenty years; in many cases pictures have increased exponentially” (Smith & Elifson, 1986, p. 270). In universities, lecture

15、rs use software programs such as PowerPoint consisting of relevant pictures or videos in their presentations. Software and most of the Internet websites provide illustrations as adjuncts to text content (Carney & L

16、evin, 2002). 1.3. Recall through visualization There is a history behind the term “recall“. The story states that Simonides (c. 556-468 BC), the Greek lyric and elegiac poet, admired for his sweet and harmonious style,

17、was entertaining at a dinner party when he was asked to go outside to receive a message. At that moment, the ceiling collapsed, killing all the diners and mangling them beyond recognition. Relatives and friends anxious

18、ly awaited news of the identities of the victims. When asked about the guest list, Simonides found that he could recall perfectly who was at the feast simply by visualizing the dining table and imagining the location o

19、f people. He tried to shift his mental gaze from person to person, recognizing each in turn (Gluck, Anderson, & Kosslyn, 2007). After that, Greek and Roman orators used this technique to remember major points in th

20、eir speeches. They would generate images and mentally locate the images around a room. A modern variation is called ‘Galton’s walk’, from James Galton’s suggestion to take an imaginary walk down a familiar path and lo

21、cate items to be remembered along the walk (Whitehead, 2002). This was later called “the method of Loci“ (plural of locus). It is the method of recalling objects by visualizing a location. Indeed, it means to recall th

22、e words, since it is necessary to mentally walk through the locations, make the picture of locations in the mind, and recall the items in order (Bower, as cited in Whitehead, 2002). 2. Review of related studies Accordi

23、ng to Eghtesadi (2010), “encoding and storage are necessary to acquire and retain information, but the crucial process in remembering is retrieval or bringing information from long term memory to working (short-term) m

24、emory” (p. 43). He focuses on the role of retrieval cues which are any stimuli that help learners to recall information. He believes “the more effective retrieval cues attached to an item the better it would be recalled

25、” (ibid.). Concluding, as Eghtesadi mentioned, pictures can be one of the good retrieval cues which help learners to recall the information. According to O'Keefe and Solman (1987) “It is generally considered that t

26、he content of stories read in the presence of illustrations is better comprehended, remembered, and recalled, than the same content read without the illustrations” (p. 354). It has also been indicated that “images may

27、improve memory, as not only the word is stored, but also the image of the object” (Iglesia, Buceta, & Campos, 2004, p. 3). According to Brown “this advantage is generally referred to as the picture superiority effe

28、ct” (2007, p. 1). Shepard (1967), for example, found that subjects in one study were 98% more accurate when recalling pictures or graphics, than when recalling text. At the same time, Paivio's (1979) dual coding th

29、eory suggests that verbal and pictorial memory exist as two interlinked but discrete long-term memory systems. One example of the superiority of visual memory is demonstrated in an experiment by Standing, Conezio, and

30、Haber (1970) in which adults were shown over 2500 pictures of ordinary scenes and activities. When tested for recognition memory later, these subjects all exceeded 90% correct choices in distinguishing these pictures f

31、rom new ones of the same types they had never seen before. These results have been extended to recognition memory for 10,000 pictures, with the same levels of accuracy (Standing, 1973). Nothing approaching this accurac

32、y of memory occurs with numbers, words, or sentences as the stimuli (ibid.). Paivio (1979) believed that if we commit facts and ideas to memory through words only, we are using only half of our brainpower. When a fact

33、or idea is memorized through words and stored in the left hemisphere of brain, and is also memorized through a picture (stored in the right hemisphere of the brain), a powerful combination can be set up in the memory.