從語譯教育的角度探究口譯與記憶

On Interpretation and Memory in Interpretation Training

口譯、筆譯理論研究及教育之推展在國外已經受到學術界之認同，眾多資深口譯員兼教育者正在參與大腦資訊處理之研究。反觀臺灣，由於社會的需求已從「靜態」：接受外來文化，轉換為「動態」：對外展開積極交涉的層面，國內外各大學的外來語教育單位紛紛投入口譯、筆譯課程之編排，培育能運用外語進行溝通的優秀人才，將其視為聽說讀寫譯的中的第五項教學目標。然而外語教育中，日語的口譯教師之缺乏是一個嚴重的問題。臺灣的日語教師各個優秀積極，如果能由日語教師開始培訓，是否能對口譯教師之不足有所幫助。筆者希望從論述口譯訊息處理最需要的「記憶」及配合口譯教學中所獲得的實證，提供口譯教育的基本概念。口譯教育需要先瞭解口譯的資訊處理過程，當然教師本身能夠體驗口譯服務經驗也是成為口譯教師必要條件之一，但是如果教師能理解語言、知識、技巧在資訊處理過程的角色，應該也可逐漸接觸口譯教育課程之安排。本論文先談及50年代至今的口譯及認知之先行研究，再論及口譯及認知心理學的記憶理論，並引用記憶分析口譯的訊息處理過程。

The promotion of theoretical research and education on translation and interpretation has gained academia recognition abroad. Many senior interpreters/educators are conducting researches on how the human brain works in processing information In Taiwan, the needs of society are changing from passively receiving foreign cultures to actively intercommunicating with the world. Departments of foreign languages at university and college levels in Taiwan are gradually drawing up curriculums on translation and interpretation with an aim to cultivate excellent foreign language professionals. The teaching of translation and interpretation thus becomes the fifth training goal in addition to listening, speaking, reading and writing. The lack of faculty in the teaching of Japanese interpretation, however, has always been a serious problem. Japanese teachers in Taiwan are zealous and outstanding. If we start with these Japanese teachers and offer interpretation training, will the faculty problem be solved? The author aims to provide basic concepts on interpretation education through discussing “memory,” which is most needed when processing information, and through empirical studies stemming from interpretation teaching. To teach interpretation one has to understand how information is processed. Undoubtedly, being a practitioner of interpretation is one of the prerequisites for interpretation teachers. However, if the teachers can understand the roles of languages, knowledge and skills in processing information, they should be able to expose themselves to the design of interpretation curriculums. In this paper, the author will first discuss the preliminary researches on interpretation and cognition since 1950s before focusing on the memory theories of interpretation and cognitive psychology and analyzing the processing of information by studying memory.