英語雖為全世界共通的語言,但卻可能會受到國家歷史的發展或是各國母語的影響而在說英語時產生腔調。在正式的口譯場合上就時常碰到帶有腔調的講者,而口譯員要將正確訊息譯出前的首要任務便是聽懂原文。因此本論文旨在探討學生在遇有腔調講者的情況下是什麼原因干擾了理解?是否有自我策略來因應理解上的困擾?本研究分為兩階段測驗,第一階段根據語言學家Kachru(1985)所提出的三圈分類法(內圍圈、外圍圈、外擴圈)進行聽力測驗,以了解不同腔調會影響學生的程度?以及哪一圈的腔調影響最甚?測驗結果經過統計分析後顯示,不同腔調確實會影響學生理解,且外圍圈的腔調干擾最嚴重,第二為外擴圈,最後是內圍圈。第二階段測驗則根據第一階段結果,選出受試學生進行逐步口譯測驗和深度訪談,以了解學生產生理解障礙的原因及解決策略。研究結果發現學生因講者發音的不同、不熟悉的腔調、發音含糊、斷句不明顯再加上用字困難而產生理解障礙;而學生為了能讓口譯順利進行所使用的策略有:上下文分析、邏輯推測、熟悉發音、背景知識、關鍵字、預期、重覆、摘要、略過及參考講義。
The purpose of this thesis is to study the influence of accented speeches upon student-interpreters and the strategies they use to cope with the problem. A two-stage test is conducted. The first stage is a listening test with different English accents based on Kachru’s Three Concentric Circles of World English- Inner Circle, Outer Circle, and Expanding Circle, in order to discover how different English accents influence students. The result reveals that different accents indeed interfere with students’ listening comprehension and Outer Circle is the most difficult, and Inner Circle is the easiest. In the second-stage test, eleven students are asked to interpret one accented speech, each followed with an in-depth interview. Findings indicate that different pronunciations, unfamiliar accents, obscure pronunciation, unclear pause, and difficult vocabularies make the listening incomprehensible for the most part. The strategies students use include context analysis, logic, familiarity, background knowledge, keywords, anticipation, repeating, summary, skip, and reference.