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完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 范家銘(Damien Fan) | |
dc.contributor.author | Jia-yun Chang | en |
dc.contributor.author | 張嘉芸 | zh_TW |
dc.date.accessioned | 2021-06-17T03:17:07Z | - |
dc.date.available | 2020-07-06 | |
dc.date.copyright | 2018-07-06 | |
dc.date.issued | 2018 | |
dc.date.submitted | 2018-07-03 | |
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Amsterdam: John Benjamins Publishing, 307-312. 呂淑娥(2010)。臺灣專業會議同步口譯探源—經驗與傳承(碩士論文)。國立臺灣師範大學翻譯研究所,臺北。 林慶隆、張舜芬、吳培若、何承思、彭致翎、陳子瑋(2011)。臺灣翻譯產業調查研究。國家教育研究院。 胡家榮、廖柏森(2009)。 臺灣大專口譯教學現況探討. 編譯論叢, 2(1), 151-178. 曾仁德(2005)。台灣口譯產業分析:以中英會議口譯次產業為例(碩士論文)。天主教輔仁大學翻譯學研究所,臺北。 蔡依舫(2011)。台灣口譯產業現狀與需求分析:以民間企業為例(碩士論文)。 臺灣師範大學翻譯研究所,臺北。 蔡晴雯(2012)。 非專業口譯員與專業口譯員之口譯表現與策略比較分析:以商務會議為例(碩士論文)。國立彰化師範大學翻譯研究所,彰化。 賴又嘉(2017)。自學及專業訓練資深口譯員之口譯策略及表現探究:以同步口譯為例(碩士論文)。國立臺灣大學文學院翻譯碩士學位學程,臺北。 | |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/69488 | - |
dc.description.abstract | 在專門訓練口譯員的口譯院校出現以前,幾乎所有口譯員都以自學的方式成為口譯專家。這些口譯員往往精通至少兩種語言,成為口譯員之後才藉由累積經驗,發展出自己的一套口譯技巧與策略。眾多口譯院校出現以後,會議口譯員接受正式院校口譯訓練成為常態,市場也由這些受過訓練的口譯員主導。然而,目前還是有未受過訓練的自學口譯員活躍於市場。因目前關於自學口譯員之文獻非常稀少,此篇論文旨在探討這些自學口譯員與受過正式院校訓練的口譯員之表現及策略是否有所不同,希望能促進雙方的理解與交流。
此篇論文邀請了七位口譯員實際進行逐步口譯,受試者包括四位自學口譯員(未接受過六個月以上研究所層級口譯訓練之口譯員)與三位受過正式訓練的口譯員(受訓時間至少兩年並擁有口譯碩士學位)。逐步口譯之方向為英進中,原文長度約八分鐘,分為十一段不同長度之段落。英文演講稿中設計了考點來促使受試者使用口譯策略來因應,演講則由英文母語者錄製。受試者完成逐步口譯後,須於訪談中回想口譯時遇到的問題及因應策略。而為避免分析資料時有所偏見,此篇論文亦以聽眾角度來評估口譯員之表現,邀請48位無口譯背景之聽眾聆聽口譯錄音,給予評分與回饋。 藉由分析與比較口譯音檔、訪談音檔和聽眾回饋,此篇論文以三種不同的觀點(受試者、研究者、聽眾)來探索自學口譯員與受過訓練口譯員之異同。研究結果顯示自學口譯員與受訓口譯員因應問題時使用之策略大致相同。以準確度及流暢度評估兩組口譯員表現後,發現受訓口譯員表現較佳,且48位聽眾中,大部分的聽眾都選擇受訓口譯員的版本。 希望本篇論文能夠讓口譯院校之師生更了解自學口譯員及其長處短處、互相學習、彼此交流。 | zh_TW |
dc.description.abstract | Before interpreter training institutions were established, almost all interpreters were self-taught. These individuals were mainly bilinguals who became interpreters by chance and developed interpreting techniques and strategies through experience. It eventually became the norm for conference interpreters to receive formal training and these trained interpreters became dominant in the market. Yet, currently, there are still self-taught interpreters active in the market who have not received formal training in interpreting. This study examines whether there are differences between self-taught interpreters and institutionally-trained interpreters in terms of their performance and the strategies they use during consecutive interpreting.
An experimental consecutive interpreting task was conducted in this study with four self-taught interpreters who have not received over six months of formal interpreting training at the graduate level and three interpreters who have received practical training in interpreting and hold master’s degrees in translation and interpretation. The direction of the consecutive interpreting task was from English into Chinese. The total length of the English material was eight minutes and it was divided into eleven segments of various length. Problem triggers were designed into the speech material in order to prompt the participants to use strategies or coping tactics. The speech was delivered by a native English speaker. Interviews were held after the interpreting task to examine the participant’s awareness of strategy-use and decision-making processes. The data collected from the interpreting tasks, interviews, and notes taken during the tasks were then analyzed and compared. Forty-eight audience members were also recruited to rate the interpretations and choose between the self-taught interpreter’s version or the institutionally-trained interpreter’s version. This allowed this study to analyze the collected material from three different perspectives: the researcher’s perspective, the participant’s perspective, and the perspective of the audience. The results showed that self-taught interpreters and formally-trained interpreters basically use the same strategies when dealing with difficulties while interpreting. In regards of performance, this study analyzed the interpreters’ performances in terms of accuracy and fluency. The analysis showed that formally-trained interpreters performed better overall. Among the 48 audience members who listened to the recordings, most of them chose the formally-trained interpreter’s version over the self-taught interpreter. It is hoped that this study can shed some light on the differences and similarities between self-taught interpreters and institutionally-trained interpreters as well as facilitate exchange and understanding between the two groups. | en |
dc.description.provenance | Made available in DSpace on 2021-06-17T03:17:07Z (GMT). No. of bitstreams: 1 ntu-107-R03147007-1.pdf: 3055699 bytes, checksum: 23d784a740fbbb2a97143f23313528c1 (MD5) Previous issue date: 2018 | en |
dc.description.tableofcontents | ACKNOWLEDGEMENTS i
CHINESE ABSTRACT iii ENGLISH ABSTRACT iv TABLE OF CONTENTS vi LIST OF TABLES viii Chapter 1 Introduction 1 1.1 Research Background 1 1.2 Research Motivation 5 1.3 Research Questions 7 1.4 Definition of Terms 8 1.5 Thesis Structure 9 Chapter 2 Literature Review 11 2.1 Formal Interpreter Training 11 2.1.1 Background 11 2.1.2 What Formal Training Offers 13 2.1.3 Results of Formal Training 15 2.2 Interpreting Market 18 2.3 Overcoming Problems in Interpreting 21 2.3.1 Problem Triggers 22 2.3.2 Using Strategies 23 2.3.3 Gile’s Coping Tactics 26 2.3.4 Note-taking in Consecutive Interpreting 30 Chapter 3 Methodology 33 3.1 Participants 33 3.1.1 Participant Background 35 3.2 Material 39 3.2.1 Mode 39 3.2.2 Directionality 40 3.2.3 Content 40 3.2.4 Problem Triggers 42 3.3 Procedure 46 3.4 Analysis 47 3.4.1 Accuracy and Delivery Assessment 50 3.4.2 Audience Perception 51 Chapter 4 Results and Discussion 53 4.1 Output Analysis 53 4.1.1 Output Time 53 4.1.2 Word Count 55 4.1.3 Accuracy and Delivery 56 4.1.4 Accuracy and Delivery of Different Segment Lengths 57 4.1.5 Observations 58 4.2 Strategy Analysis 62 4.2.1 Observations 67 4.3 Analysis of Notes 71 4.3.1 Form 71 4.3.2 Note Units 73 4.3.3 Observations 74 4.4 Interviews 76 4.4.1 Difficulties 77 4.4.2 Strategies 79 4.4.3 Formal Training 82 4.4.4 Observations 83 4.5 Audience Perception 85 4.5.1 Observations 91 4.6 Discussion 93 4.6.1 Comparing Results with Previous Literature 93 4.6.2 Overall Observations 98 Chapter 5 Conclusion 100 5.1 Main Findings 100 5.2 Research Limitations 102 5.3 Suggestions for Future Research 103 REFERENCES 106 APPENDIX 1 Questionnaire 110 APPENDIX 2 Form of Consent 115 APPENDIX 3 Interpreting Material 117 APPENDIX 4 Preparation Sheet 121 APPENDIX 5 Audience Rating Form 122 APPENDIX 6 Audience Feedback 126 | |
dc.language.iso | en | |
dc.title | 自學及專業訓練口譯員之逐步口譯策略與表現差異 | zh_TW |
dc.title | Comparing Strategy-use and Performance of Self-taught and Institutionally-trained Interpreters in Consecutive Interpreting | en |
dc.type | Thesis | |
dc.date.schoolyear | 106-2 | |
dc.description.degree | 碩士 | |
dc.contributor.oralexamcommittee | 汝明麗(Mingli Ju),張嘉倩(Chia-chien Chang) | |
dc.subject.keyword | 會議口譯,逐步口譯,口譯訓練,自學口譯,口譯策略,口譯表現, | zh_TW |
dc.subject.keyword | Conference interpreting,consecutive interpreting,formal training,self-taught,interpreting strategies,coping tactics,problem triggers, | en |
dc.relation.page | 128 | |
dc.identifier.doi | 10.6342/NTU201801259 | |
dc.rights.note | 有償授權 | |
dc.date.accepted | 2018-07-03 | |
dc.contributor.author-college | 文學院 | zh_TW |
dc.contributor.author-dept | 翻譯碩士學位學程 | zh_TW |
顯示於系所單位: | 翻譯碩士學位學程 |
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