大學部跨系英中翻譯學程之現況初探

A Preliminary Study of Undergraduate-Level Special Translation and Interpretation Programs in Taiwan

國內大學自1990年代開始出現學程化課程的概念，鼓勵學生修習跨領域課程，培養通才能力，以因應社會、經濟多元發展的趨勢。同樣在過去10餘年內，各大專校院紛紛推出翻譯課程，除了六間翻譯系所之外，全國共有99個（應用）英／外語系同時開設口筆譯課程。為配合前述培養跨領域人才的目標，部分大學系所開始推出翻譯學程，開放全校大學生與研究生選修。但究竟針對非翻譯／外語背景的修課同學，跨系翻譯學程如何定位與設計教學目標、內涵，則未見相關的檢討與研究。本文從翻譯能力與人力資源管理的能力（competence）概念出發，採用Spencer & Spencer （1993）的能力冰山模型，亦即將能力區分為外顯於冰山頂部的知識與技能，以及潛藏冰山底部的自我概念、動機、特質等心理素質，由此來檢視目前跨系翻譯學程的定位、目標與內涵，以及不同科系學生對翻譯學程以及翻譯能力的認知。本文兼採量性與質性的研究方法，根據對修習此等跨系翻譯學程學生實施的問卷調查與訪談結果，針對三個大學部跨系翻譯學程做一初步評估。

Since the late 1990s, Taiwan has seen an increasing number of special interdisciplinary programs on college campuses. The so-called special English-Chinese translation and interpretation programs, which are open to non-English majors at both the undergraduate and postgraduate levels, are a particularly pertinent example. So far, few researchers have looked into the positioning and content of such special programs which, unlike their predecessors that were offered to only English/T&I majors, now see students of different backgrounds sitting together in the same classroom. As a result, little is known about what may motivate students to enroll in these special T&I programs or about how they perceive their own translation skills after taking the courses. A survey based on the adaptation of existing models of translation competence and the iceberg model for competences is used to explore students' perception of translation competence and their learning experience in these special programs. This is followed by a semi-structured interview of selected respondents, including both English majors and non-English majors, to help the researcher get beyond the survey results to a deeper level. The research findings show that the two groups of respondents exhibit significant differences on only a few items, and that their attitudes toward translation can be influenced by the acquisition of more visible components such as new translation skills and knowledge. It is hoped that these findings and the relevant discussions may contribute to a further refinement of these special programs.