[雙語翻譯]插畫外文翻譯--插圖對短篇小說回憶的影響

1、3700 英文單詞， 英文單詞，2 萬英文字符，中文 萬英文字符，中文 6150 字文獻出處： 文獻出處：Ghazanfari M, Ziaee M, Sharifianfar E. The impact of illustrations on recall of short stories[J]. Procedia-Social and Behavioral Sciences, 2014, 98: 572-579.The Impact

2、 of Illustrations on Recall of Short StoriesMohammad Ghazanfari, Mahsa Ziaee, Ehsan SharifianfarAbstractDrawing on the tenets of generative learning theory, proposed by Wittrock (1992), the present study examined to what

3、 extent providing EFL students with short stories accompanied with illustrations, drawn by an artist, portraying some scenes relevant to the content of the stories, might influence the recall of major features of the fic

4、tional texts. A sample of Michigan proficiency test was initially administered to 75 intermediate female students at Parax Language Institute (PLI), in Mashhad, Iran, and those who scored within the range of one standard

5、 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 and an experimental group), each consisting of 27 homogenous stu

6、dents. The participants were given three short stories. The experimental group received the illustrated version of the stories. However, the control group was merely given the text of the same stories. Four weeks after p

7、resenting the texts, both groups were given a recall test of multiple-choice format. The findings revealed that students who were given the texts accompanied with illustrations outscored the control group, suggesting tha

8、t illustrated short stories are likely to enhance the recall of such texts by EFL learners.Keywords: Wittrock’s generative theory; Illustrations; Literary prose texts; Recall1. IntroductionAs human beings and members of

9、a social community, we normally have to deal with reading materials of different types every day: Newspapers, magazines, books, various electronic texts, and the like. For academic people, the issue is undoubtedly far mo

10、re crucial; as part of their daily routines, they have to go over various kinds of reading materials other than those just mentioned: journal articles, scientific reports, textbooks, e-mails, texts on the Internet, and s

11、o on.The ultimate goal of reading is comprehension of the content of the text; without comprehension, the reader cannot claim that he/she has succeeded in the task of reading. Moreover, comprehension is the essential pre

12、requisite for the recall of the material by the reader. However, a number of important questions which arise in the mind as to the efficiency of reading comprehension and recall of the material might be: How much of the

13、material read by people is mentally retrievable for them to be used later? How long can people keep in mind the material they read to be recalled? Is there any difference between the process of recalling the material in

14、one’s own native language and the material in a second/foreign language? To what extent do EFL learners take advantage of effective strategies to actively interact with the text to enable them to recall the content more

15、readily later? It is obvious that the list of such questions may be extended further, and the present study is not to find convincing answers to all the questions posed. The researchers instead have tried their best to f

16、ocus their attention specifically on the last question, namely, the reading strategies likely to be applied by EFL learners for the improvement of the recalling process. As far as the theoretical foundations are concerne

17、d, the study is based on the generative learning theory, originally proposed by Merlin C. Wittrock during the 1970s and later decades (e.g., Wittrock, 1992), according to which the learner’s role in the process of readin

18、g can Simonides found that he could recall perfectly who was at the feast simply by visualizing the dining table and imagining the location of people. He tried to shift his mental gaze from person to person, recognizing

19、each in turn (Gluck, Anderson, & Kosslyn, 2007). After that, Greek and Roman orators used this technique to remember major points in their speeches. They would generate images and mentally locate the images around a

20、room. A modern variation is called ‘Galton’s walk’, from James Galton’s suggestion to take an imaginary walk down a familiar path and locate items to be remembered along the walk (Whitehead, 2002). This was later called

21、“the method of Loci“ (plural of locus). It is the method of recalling objects by visualizing a location. Indeed, it means to recall the words, since it is necessary to mentally walk through the locations, make the pictur

22、e of locations in the mind, and recall the items in order (Bower, as cited in Whitehead, 2002).2. Review of related studiesAccording to Eghtesadi (2010), “encoding and storage are necessary to acquire and retain informat

23、ion, but the crucial process in remembering is retrieval or bringing information from long term memory to working (short-term) memory” (p. 43). He focuses on the role of retrieval cues which are any stimuli that help lea

24、rners to recall information. He believes “the more effective retrieval cues attached to an item the better it would be recalled” (ibid.). Concluding, as Eghtesadi mentioned, pictures can be one of the good retrieval cues

25、 which help learners to recall the information. According to O'Keefe and Solman (1987) “It is generally considered that the content of stories read in the presence of illustrations is better comprehended, remembered,

26、 and recalled, than the same content read without the illustrations” (p. 354). It has also been indicated that “images may improve memory, as not only the word is stored, but also the image of the object” (Iglesia, Bucet

27、a, & Campos, 2004, p. 3). According to Brown “this advantage is generally referred to as the picture superiority effect” (2007, p. 1). Shepard (1967), for example, found that subjects in one study were 98% more accur

28、ate when recalling pictures or graphics, than when recalling text. At the same time, Paivio's (1979) dual coding theory suggests that verbal and pictorial memory exist as two interlinked but discrete long-term memory

29、 systems. One example of the superiority of visual memory is demonstrated in an experiment by Standing, Conezio, and Haber (1970) in which adults were shown over 2500 pictures of ordinary scenes and activities. When test

30、ed for recognition memory later, these subjects all exceeded 90% correct choices in distinguishing these pictures from new ones of the same types they had never seen before. These results have been extended to recognitio

31、n memory for 10,000 pictures, with the same levels of accuracy (Standing, 1973). Nothing approaching this accuracy of memory occurs with numbers, words, or sentences as the stimuli (ibid.). Paivio (1979) believed that if

32、 we commit facts and ideas to memory through words only, we are using only half of our brainpower. When a fact or idea is memorized through words and stored in the left hemisphere of brain, and is also memorized through

33、a picture (stored in the right hemisphere of the brain), a powerful combination can be set up in the memory. We can draw on this combination later when we need to recall the fact or idea. Lesgold, De Good, and Levin, (19

34、77) indicated that the use of illustrations is more effective when the pictures represent crucial information contained within the text students are expected to remember. Nickerson (1965), and Shepard's (1967) work a

35、lso strongly suggest that the addition of visualization aids such as graphics, pictures, annotations, or movies increases the probability of accurate recall for information. These early studies gave rise to the suggestio