口譯會議準備工作本就相當繁雜,若能以較明確的方式準備會議相關資料,便可達到事半功倍之效果,亦能增加學生的信心,不斷地進步與成長。本研究旨在探究並瞭解知識在口譯學生的口譯會議準備工作中之角色與影響。本研究以DIKW階層理論,將大學部四年級學生和研究所一年級學生針對一場會議口譯演講所準備的詞彙表進行對比分析,檢視不同學習階段的學生所獲得的知識,再以語篇分析和演講分析對此場演講進行分析,檢視是否能再以其他方式增進相關知識,並提升口譯準備完善程度與理解能力。研究結果發現大四學生的詞彙表內容為資料和資訊,碩一學生的詞彙表內容為資料、資訊和知識。兩者相較之下,對口譯學生而言,碩一學生的詞彙表彙整方式,較有助於知識獲得。語篇分析和演講分析亦有助知識獲取,並且使口譯準備工作更加周全與完善。因此,就知識層面而言,詞彙表、語篇分析和演講分析,皆能提升口譯工作準備完善程度。
The preparation for interpreting assignments is a complex process. If students could have a clearer picture of how to precisely prepare for conference interpretation, it could save effort and lead to better result. It could not only build up students’ confidence, but also help them to improve. This thesis aims to explore and discuss the role and efficacy of knowledge when students prepare for interpreting assignments. This research was based on the Data-Information-Knowledge-Wisdom hierarchy (or DIKW for short) to examine and make a comparison of glossaries built by the senior and first-year graduate students from the Department of Translation and Interpretation Studies of Chang Jung Christian University. Thus, discourse analysis and speech analysis were used to see if more related knowledge could be obtained. It is found that the content of the senior students’ glossaries was classified as data and information while the content of the first-year graduate students’ glossaries was classified as data, information and knowledge which it can be inferred that the first-year graduate students’ glossaries can be more useful in term of knowledge acquisition. Besides, discourse analysis and speech analysis were useful as well. Therefore, it may imply that glossary, discourse analysis and speech analysis can be helpful to the preparation for interpreting assignments in term of knowledge.