逐步口譯之筆記研究 -- 學生學習行為探討

A Study of Note-Taking in Consecutive Interpretation -- Students' Learning Behavior

李佩芝(Peggy Pey-chih Lee)

指導教授 ： 陳子瑋

國立臺灣師範大學/文學院/翻譯研究所/碩士(1999年)

摘要

本研究旨在探討口筆譯研究所學生在逐步口譯訓練過程中，其筆記與口譯內容之關係。本研究僅以內容完整性為標準，評估十二位在學學生之口譯表現與筆記。重要研究發現包括：1) 無論年級，學生進行逐步口譯時，都相當依賴筆記；2) 研究所的課程在學生素質整齊化方面，筆記的訓練成效高於口譯表現；3) 高年級傾向將不完整的筆記翻譯得比較完整，顯示其在筆記與短期記憶之間的配合較密切；反之，低年級容易將完整正確的筆記翻錯或譯不完全，顯示其記筆記前之資訊處理做得不夠。 雖然學生的口譯與筆記表現方面，呈現隨年級進步的現象，但由於本次實驗的樣本嫌小，又屬於單次實驗，究竟進步本身來自有效的課程設計，抑或熟能生巧之故，似乎不易確認。

關鍵字

逐步口譯 ； 筆記

並列摘要

This study examines students’ notes in relations to their speech production throughout the training course in graduate level Translation and Interpretation programs. This study takes content completeness as the only criterion for the evaluation of the 12 student subjects’ notes and delivery. Major findings of this paper include: 1) regardless of years of training, students rely heavily on their notes in speech production; 2) training has more effect on students’ notes than on speech production in terms of bringing their performance closer together; 3) senior students demonstrate better capability in coordinating their notes and working memory in that they tend to deliver fuller of their incomplete or missing notes; while junior students tend to translate their complete notes incompletely or even incorrectly, showing that their information processing before the act of note-taking is not deep enough. However, due to the small sample size and the fact that this experiment was done only once, it is not clear whether the progress in note-taking demonstrated by students comes from the good training program design, or it is simply the result of experience and practice.

並列關鍵字

consecutive interpretation ； note-taking