網路進階口譯教學：中西視譯之分析研究

由輔仁大學翻譯研究所楊承淑教授擔任總主持人所執行的「台灣因應全球趨向的口譯人才培訓方案」研究計畫是由教育部科技顧問室所補助的兩年期（2001年8月～2003年7月）人文社會科學教育改進計畫。本論文是以該計畫所架設的「商務口譯教學網站」之中西組進階口譯教案內容為測試的題材所完成的研究成果。本研究主要目的在於根據楊承淑(1998)所訂出的口譯量化評估標準中表達流暢度的中斷次數、贅音和贅詞次數，以及反應整體口譯能力强弱的口譯時問長短作爲分析翻譯表現的幾項標率，檢定學習者特質與上述變數問的相關性，幷驗收中西口譯網路教學的成效。研究對像是靜宜大學碩士班研究生。所採用的研究方法是以全程錄音的方式錄下他們上itbi網站(www.itbi.edu.tw)進行視譯中西組進階口譯教案中五個主題的整個過程，及詢問口譯的困難和對本教學網站所提供的輔助功能的認同度。研究內容包括分析與評估網站中的口譯錄音結果，測量口譯和停頓時間、斷句與贅詞出現的次數。我們得到以下結論。第一、在口譯句表現方面，透過比較西翻中與中翻西的結論差異發現：翻譯結果的正誤、優劣與「停頓時問、間斷次數和贅詞出現次數」的口譯表現在原文與目的語的翻譯過程中會産生不同的互動結果。西翻中的翻譯結果與「停頓時間、問斷次數和贅詞出現次數」呈現一致的關係，但中翻西時則不然，值得從事口譯訓練或訂定口譯評定標準時參考。第二、在特質與翻譯表現關係的檢定方面，我們推論出：成績較好者，所花的口譯和停頓時問較短、翻譯結果所被評定的等級也較高；但贅詞的出現次數反而顯得多，我們猜測這結果有可能導因於贅詞出現所反映出的口譯者心智活動內在特質，以及贅詞與問斷出現所蘊含的意義不同。我們推論可能與時間長度的區隔定點及口譯本身對語言的高要求特性有關。另一可能性則是由於他們本身具備較優秀的語言技能，故易傾向於將每一字、句全部翻出；同時，為了搜尋最恰當的字眼與最佳的句子結構，所以口譯使用時間與贅詞出現頻率才會相對地高於其他的學生。第三、在口譯困難與對網站教案內容的觀感方面，單字被歸納爲最大的口譯困難，複雜的句法結構影響次之。同時，受測者也對網站教案中的「西文錄音」、「口譯解答、參考譯法」、「技法說明」和「參考範例」對口譯學習有所助益的看法表示認同。

關鍵字

商務口譯教學網站；中斷；贅詞；停頓時間

並列摘要

This study investigates the content of teaching plan of Chinese-Spanish Interpretation class on ”Interpreter Training on Business Interpreting Website” conducted by Professor Yang Cheng-Shu in her two-year project of ”Taiwan's Interpreter Training Program in response to Globalization” starting from August 2001 to July 2003. Quantified evaluation criteria such as the times of interruption, redundancy, and the time length of interpretation initiated by Yang (1988) are introduced to evaluate the results of the on-line Chinese-Spanish Interpretation teaching. The subjects in this study are 15 graduate students of Providence University. Recorded interviews with students yielded the results of different personal characteristics, learning process on itbi website (ITBI: www.itbi.edu.tw), and the recognition toward interpretation and on-line interpretation teaching. This examination suggests the findings as follows: first, accuracy and delivery of interpretation showed a positive relationship when interpreting from Spanish into Chinese; however, there was a negative relationship when interpreting from Chinese into Spanish. It should serve as a reference for future interpretation training and evaluation. Second, students with better academic performance spent less time interpreting and rendered better interpretation, but they had more redundancies. This unexpected result was more likely due to their better language ability and higher expectation on language conversion and interpretation delivery. Professor Yang, furthermore, also indicated that the above results might relate to the command of interpretation skills. Third, judging from either the comparison of target and source languages, error analysis, or personal feedbacks, vocabulary was listed as the number one difficulty and then came the complicated sentence structure. Meanwhile, students agreed that Spanish Listening, Interpretation Sample, and Introduction to Interpretation Skills under different themes were beneficial to their learning.