英譯中逐步口譯筆記選擇內容與語言產出之關係

Note-taking and Speech Production in Consecutive Interpretation from English into Chinese

崔建章(Chien-Chang Tsui)

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(2004年)

摘要

英譯中逐步口譯包含理解、記憶、表達三個階段，其中筆記主要的功能是輔助記憶保留理解後的訊息。筆記與記憶的運用，會決定保留訊息比例的高低。
然而，記憶運用的過程無法直接觀察，因此本研究以筆記為研究切入點，藉由比較筆記與譯文的方式，來觀察受試者運用記憶的情況。另外，從記憶到表達的過程中，筆記技巧又涵蓋兩個部分：第一部分為理解記憶階段寫筆記的注意力分配，第二部份則是表達階段是否能從筆記有效提取訊息。本研究針對口譯組一、二、三年級學生進行分組測試，觀察其筆記、記憶運用之概況與筆記技巧。研究結果發現：一年級受試者和二年級的差異反映在理解訊息的比例，二年級和三年級的理解程度相近，主要差異在於三年級表達訊息的比例較高。推測其可能原因在於二年級寫筆記所佔用的注意力比一年級低，可以將較多注意力放在理解訊息，因而提升理解程度，顯示二年級受試者能夠掌握筆記技巧的第一部分;另一方面，在理解程度相近的情況下，三年級比二年級表達出較多的訊息，顯示三年級受試者比二年級更能掌握筆記技巧第二部分：運用筆記提取訊息。

關鍵字

逐步口譯 ； 筆記 ； 語言產出

並列摘要

Consecutive interpretation (CI) from English into Chinese consists of three stages including comprehension, message retention, and re-expression. The role of interpreter’s notes is the reminder assisting memory to retain messages. The coordination of notes and memory determines the percentage of the messages retained. However, the process of exerting memory cannot be observed directly. The limit brings this study to compare the notes and speech production of the research subjects, aiming to infer the possible process of their memory retention. In addition, the note-taking skill covers two aspects during the three stages. The first aspect involves the effort allocation of note-taking during the stages of comprehension and message retention. The second aspect is the efficiency of message retrieval from the notes taken in the stage of re-expression. The research subjects of this study are divided into three groups, namely Y1, Y2, Y3, according to the year(s) of CI training they have received. The results of this study indicate that Y2 subjects are superior in the level of comprehension, compared to the Y1 subjects; Y2 and Y3 are similar in terms of comprehension, but Y3 subjects are better at re-expressing the messages understood. The possible explanation is that the note-taking of Y2 subjects requires less effort than that of Y1 subjects, which relieves more effort to comprehension. This shows that Y2 can well manage the first aspect of note-taking. On the other hand, given the similar level of comprehension, Y3 subjects re-express more messages than Y2, which means Y3 subjects excel in the second aspect of note-taking, retrieving messages from notes.

並列關鍵字

Consecutive Interpretation ； Note-taking ； Speech Production