口譯教學評量：與音樂表演評量之比較研究

Conference Interpreting training Assessment: Lessons from Music Performance Assessment

李盈葒(Ying-Hong Li)

指導教授 ： 陳子瑋博士

國立臺灣師範大學/文學院/翻譯研究所/碩士(2009年)

摘要

口譯學校的評量考試為一複雜的議題，一方面必須能夠衡量學生表現、檢視教學成效，另一方面還必須與市場接軌，採用符合專業標準的評量規準。有鑑於過去對此議題的討論為數不多，且缺乏實證研究的檢驗，本研究欲打破變以往口譯界慣用的研究習慣，改採跨領域的方式，尋找可供口譯評量參考學習的對象。

研究選定音樂表演作為對照的對象，首先就兩者的活動特質、活動概況以及活動要素逐一比較，歸納出兩者共同具有的活動基本特性，以奠定後續比較兩者評量制度的基礎。之後分別就其教學評量的研究進展作一回顧，並進行統整、分析與比較。結果顯示，口譯評量與音樂教學評量的發展過程中皆討論了類似的議題，可就評分人、評量規準、評分訓練及評分作業各面向切入。綜觀比較結果，音樂表演在各個議題層面的討論與研究皆比口譯來得豐富，本研究提出以下建議：
一、 口譯界可參考音樂評量流程模型，制定屬於口譯評量的流程模型，以全面檢視口譯評量過程中的各個影響要素。
二、 音樂評量研究中所使用的實證檢驗方式及統計工具可供口譯參考，以發展更具科學實驗精神、信效度兼具的研究方法。
三、 口譯界有關評量規準的討論似有朝音樂界模式發展的趨勢，研究人員可思索影響口譯評量的因素，是否也如同音樂表演一般，除了技術性的元素之外，個人特質或風格也占有一定的比重。

關鍵字

教學評量 ； 口譯 ； 音樂表演

並列摘要

Interpreter assessment is a complicated subject faced by many interpretation training schools. On one hand, the assessment must clearly evaluate student performance and educational attainment, yet, at the same time, it must not ignore the expectations of the marketplace while actively striving to meet professional standards. However, past research into this topic has been scant and research methods lacking. As such, this present study will use an interdisciplinary approach in hopes of finding an assessment model that may be used within the context of interpreter educational training.
This study first compares two activities: musical performance and interpretation. Their respective general characteristics, performance processes, and role of agents are compared. Results show both activities share some commonalities, which serve as ground for further comparisons – regarding performance assessment. Developments in interpretation and musical performance assessments are then analyzed and compared. Results indicate that the two fields occupy common ground on several issues, from assessment judges, performance criterion, to training of judges and assessment procedures. This study also finds that research into music performance assessment has been taken to a greater depth than corresponding research in the filed of interpretation. Based on above findings, this study proposes the following suggestions for future development in interpretation assessment:
1. Based on the music performance assessment process model, an interpretation assessment model can be established. This model is comprehensive enough to take into account the many factors that might influence assessment results.
2. Research methods and statistical tools used in musical performance assessment are tools that can be used in the field of interpretation assessment in future experiments and studies.
3. Discussions concerning the selection of criterion in interpretation assessment often parallel their counterparts in the filed of music performance. Interpretation research can look into whether factors affecting assessment results are similar to that of a musical performance, i.e. whether there exists influences outside of purely technical factors – such as individual characteristics and styles – which influence judges’ perception and performance assessment.

並列關鍵字

educational assessment ； interpretation ； music performance

參考文獻

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