本研究旨在探討運用中文文本及其英譯本做為中高級華語教材之設計與實踐，特別是針對文本之文化語詞和段落翻譯進行對比。本教學實踐以死亡為主題，以教學翻譯的回譯法為教學策略進行英文翻譯為中文的寫譯練習。教學目標的設計，在知識與情意方面，希望學生了解華人對即將過世親人的陪伴文化意義，以及華人喪禮的文化習俗；在技能方面，希望透過文化語詞之瞭解與段落翻譯之回譯等練習，學生能掌握這些文化詞語的意義。本研究採質性分析，以行動研究方式來執行，研究對象為某大學大一國文學分班的外籍學生（共62人），使用《繁華散盡：廖玉蕙中英翻譯對照》（2011）之〈繁華散盡〉文本為教材，實施過程共計四周，每周兩小時，共八小時；結果發現：
1.在英譯本的文化語詞翻譯方面，由於文化詞語常無法簡單翻譯，因此常有中英字數懸殊、中英對譯不等值、方言轉譯問題等現象，大部分翻譯手段採用描述方式，因此造成有部分原文遺失，例如：百日(hundredth day after death)，僅表達字面意義，違反翻譯忠於原文、以達信達雅之所求，研究者認為文化詞語常與文化背景相關，很難三言兩語翻譯出原意。
2.在實驗教學方面，有鑑於學分班學生程度不一，本研究選擇具代表性之簡單段落為教學內容，運用多元教學策略，例如：文本細讀、文字方塊化、並運用小組討論、段落重組競賽、手寫教學內容回饋單，並使用google classroom線上作業等，以引起學習興趣，活躍上課氣氛。在學習成效方面，知識部分：學生了解臺灣喪葬之文化語辭；情意部分：學生能瞭解臺灣喪葬文化並分享他國文化，進行跨交流比較；技能部分，學生能了解段落邏輯概念，完成英翻中的回譯練習。研究發現：以回譯教學手段練習，能提高學生作業繳交率，多元教學法能激勵學生的學習態度與積極參與課程活動，提升學習氣氛。本研究並舉例說明該課程之討論內容及教學過程，以供未來相關研究之貢獻參考資料。
The content of prose of English version is designed as a teaching material for intermediate and advanced Chinese learners. It explores the contrast between the translation of cultural words and paragraphs from it uses the theme of death culture, and adopts translation means as the teaching strategy. This contest is of knowledge and affection including Chinese attitudes and companions to their loved ones who are dying, Chinese folk custom of death; skills in terms of cultural language knowledge of course content and back translation exercises of paragraph translation. This research adopts a qualitative analysis, the effectiveness of the course teaching with investigating in teaching. The research object is foreign students (a total of 62 students) in the required course of Chinese for freshman. The result is based on the worksheets analyzed, which takes four weeks (eight hours) to teach.
Turns out:
1. In the translation of cultural words in English translations, there are often significant differences in the number of Chinese and English words, unequal translation between Chinese and English, and translation and reproduction of dialect translation. Be loyal to the original text, in order to meet the needs of “Fidelity, Fluency, Felicity”.
2. In terms of experimental teaching, in the knowledge part, students understand the cultural rhetoric of Taiwan funerals. In the affection part, students can understand the funeral culture in Taiwan and share the exchanges of other cultures. In the skills part, students can have logical concepts of paragraphs and translate back to translation. Self-exercise and show that the practice of back translation teaching method can improve the student's aknowlegement of language used, affirm the student's learning attitude, enhance the learning atmosphere and actively participate in the curriculum activities. This study also exemplifies the discussion content and teaching process of the course for reference materials for future relevant research contributions.
