知行差距－－逐口、同口課堂訓練和學生在會議口譯現場表現評量

Knowing and Doing Gap-Consecutive Interpretation and Simultaneous Interpretation Training in Classroom Setting Environment and Student Performance Evaluation of Conference Interpretation

As many scholars agreed that the new economy is about the growing value of knowledge as both the input and output of production. Consecutive Interpretation (CI) and Simultaneous Interpretation (SI) training in classroom setting environment help equip students basic skills and techniques that allow them to further apply to conference interpreting, a process to transfer data and information into action of knowledge. By giving the trainings, students should feel very comfortable to act on their knowledge; however, students are hesitated to start their first real conference interpretation. This study, thus, firstly identifies the existence of this knowing-doing gap and discusses all possible causes of the hesitation. Second, this study tries to measure the knowing-doing gap between SI and CI classroom setting and conference practice. Third, this study proposes more thoughtful actions shall be taken by giving suggestions of how to engage students more in field work of conference interpretation. This study, therefore, proposes suggestions to bridge the knowing-doing gap to allow enhancement of performance.許多學者都同意新的經濟就是要在生產的投入和產出中知識增加價值，而能夠將知識應用行動的口筆譯研究所學生就是在市場上最有競爭力的人才。這也非常符合口筆譯研究所的訓練目標。逐步口譯和同步口譯的課堂訓練幫助學生學習基本的逐步口譯和同步口譯技能，老師也常會分享自己或同儕口譯員在實際工作場合經驗，也有些老師會要求學生以觀察者身分參與提供口譯服務會議更進一步了解口譯專業，甚至會讓學生擔任課程、訓練或座談會口譯員，讓學生有機會應用在課堂上習得相關技能。給予上述這些訓練，學生應該覺得對於運用課堂所學得知識從事口譯工作感到自在，但是，事實上，學生對於第一次的會議工作常常是感到遲疑、緊張甚至是焦慮不安。因此，本研究首先確認逐步口譯和同步口譯課堂訓練與實際會議口譯之間的知行差距，並且探討可能原因。第二，本研究藉由觀察、評量、案例研究和深入訪談方法，以南部一口筆譯研究所學生為對象，分析研究他們所參與由一位講者主講的兩場座談會來衡量差距情況。第三，本文建議透過更精心設計的參與安排，給予學生更多實際參與口譯經驗，來應用所學。光有知，沒有行是不足夠的，本文建議消除知行差距，改善表現。