探索大學口譯教學結合線上模擬會議

Not Just a Mock Conference: Online Mock Conferences for Undergraduate Interpreting Students

口譯研究所課程中常有的模擬會議，是讓學生將所學之口譯技巧付諸實際演練。模擬會議的形式取決於課程設計和練習目的，如多語會議的同步口譯，商務會議的逐步口譯或社區情境的雙邊口譯，但一般大學部非翻譯系的口譯課程常鑒於課程及行政因素，模擬會議並不多見。然而在大學部口譯課中，除了課堂教學之外，若把模擬會議的情境學習納入其中，相信應對學習大有裨益。為此，我們設計了會議籌辦與譯前準備課程（Conference Organisation and Preparation for Interpreters，簡稱COPI），除了教授基本口譯技巧，還融合了情境學習來引介會議籌辦和譯前準備，在期末以模擬會議的形式來落實學習的成效。但學期進行中遇上新冠肺炎的緊急封鎖，迫使所有教學活動，包括原本的實體模擬會議變成線上教學及會議。在兩次期末的線上模擬會議結束之後，我們發放了一份半結構性的網路問卷來收集參與學生的意見，學生大都表示肯定。許多學生也表示他們喜歡在會議籌備過程中探索不同角色和任務，並且瞭解到在雙語溝通中，會議準備對於口譯員的重要性和複雜度。研究也發現，會前規劃攸關活動成敗，現場各種突發狀況則需彈性、團隊合作及配合。本研究希望透過分享COPI課程的設計與實施，提供探索口譯教學更寬廣的面向，來兼顧及激發學生不同的志向和潛能。

Mock conferences (MCs) are often included in postgraduate (PG) interpreting training as a way for student interpreters to practice their acquired interpreting skills. These conferences can take various forms, such as simultaneous interpreting for a multi-lingual conference or bilateral interpreting for community settings, depending on the course design and purpose of the exercise. However, MCs have not been widely practised in undergraduate (UG) interpreting classes due to administrative and pedagogical challenges. However, it is believed that immersing UG students in situated learning of MCs would greatly benefit them, in addition to their usual class sessions. To address this, a UG interpreting course on Conference Orgaznisation and Preparation for Interpreters (COPI) was designed. It covers the basics of interpreting professions and skills for UG students and incorporates the benefits of situated learning of event organisation, meeting preparation and MCs at the end of the semester in the format of MCs. Due to the COVID-19 pandemic, the emergency lockdown halfway through the semester posed an extra challenge by turning all class activities online, including MCs. A semi-structured questionnaire was given to participants at the end of the two MCs, and the feedback was positive. Many participants enjoyed exploring different roles and tasks during the event organisation and appreciated the complexity and significance of meeting preparation in bilingual communication for language professionals. The study found that careful planning beforehand was vital to the success of an event, but flexibility, teamwork, and collaboration were needed to deal with unexpected situations onsite. Overall, the study hopes that by sharing the course design and implementation of COPI for non-major students, it will offer space to explore further development of interpreting teaching and learning for students with different aspirations and strengths.