比較兩種數字訓練模式對大專技職生學習數字口譯成效之研究

A Study on the Relative Effectiveness of Two Approaches to the Teaching of Number Interpretation to Technological University Students in Taiwan

蔡書萍(Shu-Ping Tsai) ； 曹嘉秀(Cindy Tsao)

《輔英通識教育學刊》 1期 (2014/06) Pp. 93-108

摘要

口譯（Interpretation）課程在技職校院開設的情況相當普遍，通常為基礎或選修課程為期一學期或一學年。數字所使用範圍相當多，而數字處理（number processing）在口譯中長久來是個難題，需要相當長的訓練時間，但在實際的口譯課程中規劃數字處理的時間都不長。數字翻譯的高難度，以及學生練習時間有限的情形下，對於口譯課程中數字口譯的學習可說相當不利。目前針對數字口譯教學的實證研究並不多見，尤其探討技職校院一般口譯課程的數字口譯甚為缺乏。本研究旨在比較兩種數字轉換訓練對技職校院學生在視譯（sight translation, ST）和逐步口譯（consecutive interpretation, CI）上翻譯正確度的效益－依照正譯、漏譯、誤譯、模糊處理（Allesandrini 1990；張鳳蘭2011）等4個項目分析其成效。研究對象為輔英科技大學應用外語科五年級學生計64名，分為實驗組及對照組。實驗組學生接受純數字（numbers in isolation）轉換訓練。兩組於教學介入前後分別接受口譯測驗，以比較兩種數字訓練法之差別效益。研究結果顯示：（1）就提升數字視譯能力而言，兩種訓練法之成效一致，並無差別；（2）就提升數字聽譯能力而言，純數字轉換訓練優於含上下文之數字訓練。本研究建議課程教學可融合兩種訓練方式，以含數字的上下文訓練法讓學生了解數字在日常生活中的應用，及在專業工作上不可或缺的重要性；以純數字訓練法加強學生對數字的敏感性，及在數字聽譯時轉換的應變速度。

關鍵字

口譯 ； 數字處理 ； 純數字 ； 上下文含數字

並列摘要

Basic interpretation courses are offered in many vocational colleges or universities in Taiwan. For both professional and amateur interpreters, number interpreting is an extremely tough task and requires lots of intensive training. However, little time is spared for number interpreting practice in the basic interpretation class; as a result, insufficient training and the complexity of processing numbers prevent students from learning number interpretation effectively. Moreover, there are few relevant empirical studies in the interpretation field, let alone studies that focus on number processing learning. The purpose of this study was to investigate the relative effectiveness of numbers in isolation and numbers in context training in sight translation and consecutive interpretation respectively for a training period of 10 weeks. The accuracy of number interpretation was evaluated in four categories: accurate interpretation, omissions, errors and approximation (Allesandrini 1990; Chang F. L. 2011). A total of 64 fifth-year students of 5-year jr. college program at Fooyin University were involved in the study and assigned randomly into an experimental group and a control group. The experimental group received a series of number in isolation training from 5-digit to 13-digit numbers. The control group received numbers in context training. The pretest and posttest were administered at the beginning and the end of the experiment with the same content. Based on the data analysis, the results showed that (1) for sight translation, the effectiveness of number training in isolation was the same as that of number training in context; (2) for consecutive interpretation, number training in isolation was more effective than number training in context. This study suggested that instructors include both types of training in the interpretation curriculum. While number training in context approximates the application of numbers in real life and plays an indispensable role in the interpretation workplace, numbers in isolation practices enforce students' sensitivity to numbers and swiftness of number switch between English and Chinese.

並列關鍵字

interpretation ； number interpreting ； numbers in isolation ； numbers in context