自學及專業訓練資深口譯員之口譯策略及表現探究：以同步口譯為例

賴又嘉

doi:10.6342/NTU201703361

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自學及專業訓練資深口譯員之口譯策略及表現探究：以同步口譯為例

Simultaneous Interpreting Strategies and Performances of Self-taught and Institutionally-trained Interpreters

賴又嘉 , Masters　　Advisor：范家銘　　

英文 DOI： 10.6342/NTU201703361

專業訓練；自學；同步口譯；口譯策略；口譯表現； self-taught ； institutionally-trained ； professionals ； interpretation training ； simultaneous interpretation ； problem triggers ； interpreting strategies

Abstract │ Reference (35) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

It is widely known in Taiwan that if one wishes to become an interpreter, the most efficient and effective course of action would be to enroll in a post-graduate level interpretation program; however, a large proportion of professional interpreters on the market are in fact self-taught.
     This study aims to explore the difference in strategy use between self-taught and institutionally trained professional interpreters. Six participants, three institutionally-trained and three self-taught recruited and asked to interpret a 13-minute biology-themed TED Talk from English into Chinese using simultaneous interpretation. The participants’ output was recorded and analyzed from three perspectives, that of the researcher, audience members, and the participants themselves.   
     Result show that there is no obvious difference between the strategies used by institutionally-trained and self-taught interpreters; however, the effects of institutional training are observable not so much in the sense of accuracy, but in delivery.

Reference ( 35 ) 〈TOP〉

American Translators Association. (n.d.). Retrieved April 10, 2017, from https://www.atanet.org/certification/eligibility_approved.php#tai
連結：
Barik, H. C. (1969). A description of various types of omissions, additions and errors of translation encountered in simultaneous interpretation. Meta: Journal des traducteurs/Meta: Translators' Journal, 16(4), 199-210.
連結：
Boyd, E. M., & Fales, A. W. (1983). Reflective learning: Key to learning from experience. Journal of Humanistic Psychology, 23(2), 99-117.
連結：
Dillinger, M. (1994). Comprehension during interpreting: What do interpreters know that bilinguals don’t. Bridging the gap: Empirical research in simultaneous interpretation, 155-189.
連結：
Ericsson, K. A. (2000). Expertise in interpreting: An expert-performance perspective. Interpreting, 5(2), 187-220.
連結：

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