初探大學口譯教學中之知識提升－－個案研究

A Case Study of Knowledge Enhancement in Undergraduate Interpreter Training Courses in Taiwan

隨著會議口譯專業的發展，口譯已是大學語言科系畢業生理想的職業選擇。因此在臺灣上百個大學語言相關系所中，各種口譯課也成為學生選修熱門搶手的課程。各口譯課程的授課目標不盡相同，但主要多為希望通過口譯訓練以提升語言學習的質量。相較於一般認為口譯訓練應在研究所階段進行，大學部開設的口譯課程中常面臨許多挑戰，如學生語言水準及反應無法應付口譯的要求，知識不足也常造成大學生學口譯學習時莫大的挫折與壓力，這是由於口譯員面對自己較為生疏的主題時，腦部所需處理的訊息量倍增，使原來的語言上的挑戰如原文理解與譯文產出，更是難上加難。大學部學生在學習口譯上面，因缺乏背景知識而如何影響表現，尚待探索。本個案研究旨於觀察紀錄學生如何為特定主題做準備和對於相關表現的影響。我們也提出用術語準備來帶動背景知識的增長，以期提高學生口譯的表現。本實證研究將透過召集39 名修習口譯課程的大學生進行實驗，貼近觀察和焦點小組訪談來收集質化資料進行分析討論。本研究期能深入探討大學部口譯學生的知識準備，以豐富大學口譯教學的範疇。

Interpreting has now become one of the top career choices for university foreign language majors. In addition to the increasing number of Departments of Interpretation at the postgraduate level globally, interpretation training at the undergraduate level (UG) has also become extremely popular in more than 100 language departments in Taiwanese universities. The purposes of undergraduate Interpreting courses differ slightly among institutions, but many are taught for the sake of enhancing students' foreign language skills. In addition to students' limited proficiency even in foreign languages they may be majoring in, there is also the problem of a lack of general knowledge on their part. Of course, the pressure on undergraduate Interpretation majors will only increase as they encounter less familiar theories that may be important in the field of Interpretation. However, the lack of general knowledge and how it can be remedied for young trainee interpreters at the undergraduate level has so far received very little attention in the domain of Interpretation pedagogy. This case study focused on 39 Taiwanese undergraduate language students taking Interpreting classes as electives. It looked at how these students tended to approach a relevant challenge in the field of interpreting, how they identified key terms when compiling glossaries, and how different knowledge-enhancement approaches (ad-hoc vs. term-led) impacted their performances in some interpreting-related tasks. Data derived from close observation, task-oriented performances and semi-structured questionnaires suggested that there was a higher deviation in tasks involving glossary compilation and speech organization among individuals in the ad hoc preparation group, while term-led preparation offered a useful roadmap for students' more systematic acquisition of new terms and their appreciation of newer concepts. The findings of this study have given us a better understanding of what may be the best methods of knowledge preparation for undergraduate Interpreting students, and thus can help to promote the further development of undergraduate Interpreting pedagogy in general.