口譯教學中的語篇分析運用：以長榮大學為例

逐步口譯的過程包含聽、理解與分析、記筆記、整理之後再進行表達等五個階段。在短時間進行這些分神工作對初學者來說似乎太過吃力，且氣力分配（effort allocation）無法平均往往成為初學者在學習逐步口譯時的一大困難。本文旨在探討在逐步口譯課堂上引導初學者利用語篇分析當中的三個方法：語境分析，情境分析以及文化分析之後，對於初學者口譯的產出上是否有顯著影響。在研究設計上，以長榮大學翻譯研究所一年級十一位研究生為研究對象，利用問卷、前測及後測以及個別訪談的方式，來分析並探討經過語篇分析的引導訓練之前後，學生在進行逐步口譯時的心態上及實際表現上的差異。研究發現，本研究中應用的語篇分析的三種方法整體而言對學生在進行逐步口譯時的壓力和緊張感有顯著降低，對學生的影響也各不相同。語境分析在預測內容、訊息的主旨以及句子的組織上有所助益。情境分析幫助學生掌握講者的口氣以及風格，讓講者與聽眾之間互動更佳，達到更好的溝通效果。文化分析則對於理解並熟悉文化的差異性，以達到轉換和處理語言間的差異的成效，達到溝通的目的。此外受試者在訪談當中也提到專業背景對於理解全文佔了決定影響。因此建議若能將語篇分析的方法結合專業知識背景的訓練，相信對於初學者在進行逐步口譯時會有更大的助益。

關鍵字

氣力分配；語篇分析；語境分析；情境分析；文化分析

並列摘要

The process of consecutive interpretation includes to hearing, comprehending and analyzing, note-taking, organizing and interpreting. To handle these tasks within a short time seems too demanding for beginner students. Their unbalanced effort allocation during the process often makes CI a difficult task for them to accomplish. This study aims to discuss the efficacy of three methods in discourse analysis applied in CI course. Eleven first-year graduate students in the Department of Translation and Interpretation Studies were asked to take the pre-test and post-test before and after the discourse analysis of five informative speeches, including context analysis, situational analysis, and cultural analysis. Students were also requested to complete a questionnaire and an in-depth interview. According to the research results, it can be concluded that the three methods in discourse analysis applied had positive influence on their performances. Content analysis helped students with anticipation and organization of their sentences. Situational analysis assisted them in grasping the tone and style of the speaker while cultural analysis helped them in understanding and getting familiar with cultural differences. Furthermore, the subjects agreed that background knowledge was an essential element for them to understand the speeches. Thus, it is suggested that the effective application of discourse analysis to consecutive interpretation along with proper background knowledge training can help beginning learners of interpretation to perform better and feel less stressed.

並列關鍵字

effort allocation ； discourse analysis ； content analysis ； situational analysis ； cultural analysis

參考文獻

Liao, P. S. (2006). The Review of Current Interpretation Research Publications in Taiwan. Studies of Translation and Interpretation, 10, 191-219.

Cai. Y. (Translated) (1985). Yu Yan Yu Fan Ye (Language and Translation). Beijing: China Translation & Publishing Corporation. (C. Г. Ъархударов, 1975).

Meng, J. G. (2005). A Discourse Analysis and Context in Translation Studies. Language and Translation (Chinese), 81, 64-66.

Bavelas, J. B. (1990). Nonverbal and social aspects of discourse in face-to-face interaction. Text, 10, 5-8.

Carol Taylor Torsello, Sandra Gallina, Maria Sidiropoulou, Christopher Taylor, Hellen Tebble, A. R. Vuorikoski. (1994). Linguistics, Discourse Analysis, and Interpretation. In Yves Gambier, Daniel

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口譯教學中的語篇分析運用：以長榮大學為例

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