自學及專業訓練口譯員之逐步口譯策略與表現差異

張嘉芸

doi:10.6342/NTU201801259

3.238.49.228，Hello！

Close
Search Quick Search Advanced Search Publication Search	Personal Service Member Login Searching History Use Bonus Card SYMSKAN
Browse Browse by University of Graduate Thesis Browse by Pinyin of Graduate Thesis Browse by Conference Proceedings Topic Browse by Conference Proceedings Publisher Browse by Pinyin of Conference Proceedings Browse by eBook Category Browse by eBook Topic Browse by eBook Publisher
Customer Services Authorize Airiti Recommend a Journal

Search Symbol (Half-width)	Description of Search Symbols
Space	"AND" indicates the intertwining of key terms used in a search
Double Quotation Marks ("") ( " " )	Double quotation marks indicate the beginning and end of a phrase, and the search will only include terms that appear in the same order of those within the quotations. Example: "image process" ： " image process "
?	Indicates a variable letter. Entering two ? will indicate two variable letters, and so on. Example: "Appl?", search results will yield apple, apply… e , appl y … ( (often used to English word searches) )
*	Indicates an unlimited number of variable letters to follow, from 1~n. Example: Enter "appl*", search results will yield apple, apples, apply, applied, application…(often used in English word searches) e , appl es , appl y , appl ied , appl ication … ( (often used to English word searches) )
AND、OR、NOT	Boolean logic combinations of key words is a skill used to expand or refine search parameters. (1) AND (1) AND: Refines search parameters (2) OR (2) OR: Expands search parameters (3) NOT: Excludes irrelevant parameters

DOI stands for Digital Object Identifier （ D igital O bject I dentifier ） ,
and is the unique identifier for objects on the internet. It can be used to create persistent link and to cite articles.

Using DOI as a persistent link

To create a persistent link, add「http://dx.doi.org/」「 http://dx.doi.org/ 」 before a DOI.
For instance, if the DOI of an article is 10.5297/ser.1201.002 , you can link persistently to the article by entering the following link in your browser: http://dx.doi.org/ 10.5297/ser.1201.002 。
The DOI link will always direct you to the most updated article page no matter how the publisher changes the document's position, avoiding errors when engaging in important research.

Cite a document with DOI

When citing references, you should also cite the DOI if the article has one. If your citation guideline does not include DOIs, you may cite the DOI link.

DOIs allow accurate citations, improve academic contents connections, and allow users to gain better experience across different platforms. Currently, there are more than 70 million DOIs registered for academic contents. If you want to understand more about DOI, please visit airiti DOI Registration （ doi.airiti.com ）。

Data Source

Humanities > Linguistics
College of Liberal Arts > Graduate Program in Translation and Interpretation

Bibliography Management Tool

Related Links

Report an Issue

Purchase Single Articles

Download PDF

自學及專業訓練口譯員之逐步口譯策略與表現差異

Comparing Strategy-use and Performance of Self-taught and Institutionally-trained Interpreters in Consecutive Interpreting

張嘉芸 , Masters　　Advisor：范家銘　　

英文 DOI： 10.6342/NTU201801259

會議口譯；逐步口譯；口譯訓練；自學口譯；口譯策略；口譯表現； Conference interpreting ； consecutive interpreting ； formal training ； self-taught ； interpreting strategies ； coping tactics ； problem triggers

Abstract │ Reference (52) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

Before interpreter training institutions were established, almost all interpreters were self-taught. These individuals were mainly bilinguals who became interpreters by chance and developed interpreting techniques and strategies through experience. It eventually became the norm for conference interpreters to receive formal training and these trained interpreters became dominant in the market. Yet, currently, there are still self-taught interpreters active in the market who have not received formal training in interpreting. This study examines whether there are differences between self-taught interpreters and institutionally-trained interpreters in terms of their performance and the strategies they use during consecutive interpreting.
   An experimental consecutive interpreting task was conducted in this study with four self-taught interpreters who have not received over six months of formal interpreting training at the graduate level and three interpreters who have received practical training in interpreting and hold master’s degrees in translation and interpretation. The direction of the consecutive interpreting task was from English into Chinese. The total length of the English material was eight minutes and it was divided into eleven segments of various length. Problem triggers were designed into the speech material in order to prompt the participants to use strategies or coping tactics. The speech was delivered by a native English speaker. Interviews were held after the interpreting task to examine the participant’s awareness of strategy-use and decision-making processes. The data collected from the interpreting tasks, interviews, and notes taken during the tasks were then analyzed and compared. Forty-eight audience members were also recruited to rate the interpretations and choose between the self-taught interpreter’s version or the institutionally-trained interpreter’s version.
   This allowed this study to analyze the collected material from three different perspectives: the researcher’s perspective, the participant’s perspective, and the perspective of the audience. The results showed that self-taught interpreters and formally-trained interpreters basically use the same strategies when dealing with difficulties while interpreting. In regards of performance, this study analyzed the interpreters’ performances in terms of accuracy and fluency. The analysis showed that formally-trained interpreters performed better overall. Among the 48 audience members who listened to the recordings, most of them chose the formally-trained interpreter’s version over the self-taught interpreter.
   It is hoped that this study can shed some light on the differences and similarities between self-taught interpreters and institutionally-trained interpreters as well as facilitate exchange and understanding between the two groups.

Reference ( 52 ) 〈TOP〉

Aarup, H., & Nicholson, N. S. (1997, June). The interaction between research and training. In Conference Interpreting: Current trends in research. Proceedings of the International Conference on Interpreting: What do we know and how? (Vol. 23, p. 89). John Benjamins Publishing.
AIIC. "How interpreters work". aiic.net. November 28, 2011. Accessed April 17, 2017. http://aiic.net/p/4005.
AIIC. "Interpreting is not translating". aiic.net. April 23, 2012. Accessed March 29, 2017. http://aiic.net/p/4002.
AIIC. "What we do". aiic.net. November 28, 2011. Accessed December 7, 2017. http://aiic.net/p/4040.
AIIC. "Who can join AIIC?". aiic.net. November 28, 2011. Accessed December 7, 2017. http://aiic.net/p/4046.

Altmetrics

〈TOP〉

E-mail ：

When an article is available to download, a notice will be sent to your mailbox address.

E-mail ：