大學視譯教學結合語音科技之初探

Exploring Automatic Speech Recognition Technology for Undergraduate Sight Translation Training

視譯，是由口譯員將書面資訊口譯出來，常見於口譯服務及口譯教學現場，其訓練也常作為同步口譯的入門。另有研究指出，視譯訓練也有助筆譯員在工作時更著重文本意涵不受用字約束。本研究召集選修大學視譯課程21位同學，旨在探討大學視譯教學結合語音技術的議題。為明確研究課題，我們探索了如何選用可行的語音科技，描述如何在合適的階段中融入語音科技，報告參與本研究學生操作後的心得。透過課堂觀察和討論，以及一份半結構式的問卷，收集質性的研究數據。結果發現，學生對於手機及電腦上的語音科技不僅躍躍欲試且十分自信，顯示出此種結合頗能促發學習動機。問卷結果也記錄了參與者使用語音科技練習視譯的經驗，探討其優劣之處，及針對所用的技術平臺提供意見與反思。希望透過本研究，我們可以更加理解語音技術應用在大學視譯教學上的可行性及相關限制，和探討未來研究的可行方向。

Sight translation (ST), a form of oral translation of written texts, has been widely adopted in both professional and training settings. Translators may also benefit from learning ST skills. This study explored the use of automatic speech recognition (ASR) technology in ST training at the undergraduate (UG) level. We recruited 21 UG students for an elective course of ST to examine the accessible options of ASR for ST pedagogy. We describe the process of incorporating ASR in UG classes and report on students' experiences of using ASR for ST learning. Data were collected through class observations, discussions, and a semi-structured questionnaire. Students were motivated, confident, and competent when applying ASR technology on mobile phones and computers. The questionnaires were used to evaluate participants’ insights on the advantages and disadvantages of incorporating ASR in ST exercises and of the ASR platforms they used. This study provided a better understanding of the applicability and limitations of ASR in ST training at the UG level and identified areas for future research.