請用此 Handle URI 來引用此文件：
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/70248完整後設資料紀錄
| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 張嘉倩 | |
| dc.contributor.author | Wei-Yi Chiang | en |
| dc.contributor.author | 江威毅 | zh_TW |
| dc.date.accessioned | 2021-06-17T04:24:46Z | - |
| dc.date.available | 2019-08-16 | |
| dc.date.copyright | 2018-08-16 | |
| dc.date.issued | 2018 | |
| dc.date.submitted | 2018-08-14 | |
| dc.identifier.citation | Ahrens, B. (2005). Prosodic phenomena in simultaneous interpreting. Interpreting, 7(1), 51-76.
Ahrens, B. (2015). Prosody. In F. Pöchhacker (Ed.), Routledge Encyclopedia of Interpreting Studies. New York: Routledge. Al-Zahran, A. (2007). The consecutive conference interpreter as intercultural mediator: a cognitive-pragmatic approach to the interpreter's role. (PhD), University of Salford, UK. Retrieved from http://usir.salford.ac.uk/2060/ Andres, D., & Behr, M. (2014). To Know How to Suggest …: Approaches to Teaching Conference Interpreting. Berlin: Frank & Timme. Angelelli, C. (2004). Revisiting the Interpreter’s Role: A Study of Conference, Court, and Medical Interpreters in Canada, Mexico, and the United States: John Benjamins Publishing. Bendazzoli, C. (2009). Theatre and creativity in interpreter training. In M. I. Z. Fernández García, Marie-Line & Biscu, Maria Giovanna (Ed.), L’esperienza teatrale nella formazione dei futuri mediatori linguistici e culturali (pp. 153-164). Bologna: BUP. Binghadeer, N. A. (2008). An acoustic analysis of pitch range in the production of native and nonnative speakers of English. THE Asian EFL Journal Quarterly, 10, 96-113. Cheung, A. K. F. (2013). Non-native accents and simultaneous interpreting quality perceptions. Interpreting, 15(1), 25-47. doi:10.1075/intp.15.1.02che Cho, J. H., & Roger, P. (2010). Improving Interpreting Performance through Theatrical Training. Interpreter and Translator Trainer, 4(2), 151-171. doi:Doi 10.1080/13556509.2010.10798802 Christoffels, I., & De Groot, A. (2009). Simultaneous interpreting. Handbook of bilingualism: Psycholinguistic approaches, 454-479. Collados Aís, Á. (1998/2002). Quality Assessment in Simultaneous Interpreting: The importance of nonverbal communication. In F. Pöchhacker & M. Shlesinger (Eds.), The interpreting studies reader (pp. 326-336). London/New York: Routledge. Cutler, A. (1983). Speaker’s conception of the function of prosody. In A. Cutler & D. R. Ladd (Eds.), Prosody: Models and Measurements (pp. 79-91). Berlin: Springer. Dam, H. V. (2010). Consecutive Interpreting. In Y. Gambier & L. v. Doorslaer (Eds.), Handbook of translation studies (Vol. 1, pp. 75-79). Amsterdam: John Benjamins Publishing. Déjean le Féal, K. (1997). Simultaneous interpretation with “training wheels”. Meta, 42(4), 616-621. Dimitrova, B. E., & Hyltenstam, K. (2000). Language Processing and Simultaneous Interpreting: Interdisciplinary perspectives: John Benjamins Publishing. Fan, Y. K. (2016). A study on the benefits of acting training to the learning of consecutive interpreting. (Unpublished master's thesis), National Taiwan Normal University, Taipei, Taiwan. Flerov, C., & Jacobs, M. (2016). Improving the Interpreter's Voice: Lulu Publishing Services. Gerver, D. (1971). Simultaneous and Consecutive Interpretation and Human Information Processing. Unpublished PhD Thesis, Oxford University. Gerver, D. (1974). Simultaneous listening and speaking and retention of prose. The Quarterly journal of experimental psychology, 26(3), 337-341. Gerver, D. (1976). Empirical studies of simultaneous interpretation: A review and a model. Translation: Applications and research, 165-207. González, R. D., Vásquez, V. F., & Mikkelson, H. (1991). Fundamentals of court interpretation: Durham, NC: Carolina Academic Press. Gudgeon, A. (2008). Voice coaching for interpreters. Retrieved from http://aiic.net/p/3127 Hale, S. B. (2004). The discourse of court interpreting: Discourse practices of the law, the witness, and the interpreter (Vol. 52). Amsterdam: John Benjamins Publishing. Hall, C., Smith, P. H., & Wicaksono, R. (2011). Mapping Applied Linguistics: A Guide for Students and Practitioners. New York: Routledge. Hincks, R. (2005). Measures and perceptions of liveliness in student oral presentation speech: A proposal for an automatic feedback mechanism. System, 33(4), 575-591. Holub, E. (2010). Does intonation matter? The impact of monotony on listeners’ comprehension. The Interpreters’ Newsletter, 15, 117-126. Ingram, R. M. (1974). A communication model of the interpreting process. Journal of the American Deafness and Rehabilitation Association, 7(3), 3-9. Jiang, X. M., & Pell, M. D. (2017). The sound of confidence and doubt. Speech Communication, 88, 106-126. doi:10.1016/j.specom.2017.01.011 Kirchhoff, H. (1976). Simultaneous interpreting: Interdependence of variables in the interpreting process, interpreting models and interpreting strategies. The interpreting studies reader, 111-119. Kurz, I. (1993). Conference Interpretation: Expectations of Different User Groups. The Interpreters’ Newsletter, 5, 13-21. Kurz, I. (2001). Conference interpreting: Quality in the ears of the user. Meta: journal des traducteurs/Meta: Translators' Journal, 46(2), 394-409. Lambert, S. (1992). Shadowing. Meta: journal des traducteurs/Meta: Translators' Journal, 37(2), 263-273. Laster, K., & Taylor, V. L. (1994). Interpreters and the Legal System: Federation Press. Le Féal, D. (1990). ’Some thoughts on the evaluation of simultaneous interpretation.’. D. and M. Bowen, eds. Interpreting–Yesterday, today and tomorrow, Binghamton, NY: SUNY, 154-160. Lehiste, I., & Lass, N. J. (1976). Suprasegmental features of speech. Contemporary issues in experimental phonetics, 225, 239. Lev-Ari, S., & Keysar, B. (2010). Why don't we believe non-native speakers? The influence of accent on credibility. Journal of Experimental Social Psychology, 46(6), 1093-1096. Li, Y. H. (2009). Conference interpreting training assessment: Lessons from music performance assessment (Unpublished master’s thesis), National Taiwan Normal University, Taipei, Taiwan. Martellini, S. (2013). Prosody in simultaneous interpretation: a case study for the German-Italian language pair. The Interpreters’ Newsletter, 18, 61-79. Mehrabian, A., & Ferris, S. R. (1967). Inference of attitudes from nonverbal communication in two channels. J Consult Psychol, 31(3), 248-252. Mehrabian, A., & Wiener, M. (1967). Decoding of inconsistent communications. J Pers Soc Psychol, 6(1), 109-114. Moser, P. (1995). Simultanes Konferenzdolmetschen. Anforderungen und Erwartungen der Benutzer. Endbericht im Auftrag von AIIC. Wien: SRZ Stadt-und Regionalforschung. Moser, P. (1996). Expectations of users of conference interpretation. Interpreting, 1(2), 145-178. Nowicka-Struska, A. (2015). Higiena i emisja głosu (Voice training). In C. a. Janikoswki (Ed.), Dydaktyka tłumaczenia ustnego (pp. 81-103). O'Connor, J. D. (1973). Phonetics: Penguin Books. Padilla, P., Bajo, M. T., Cañas, J. J., & Padilla, F. (1995). Cognitive processes of memory in simultaneous interpretation. In J. Tommola (Ed.), Topics in interpreting research (pp. 61-72). Turku: University of Turku. Pöchhacker, F. (2016). Introducing Interpreting Studies. New York: Routledge. Pöchhacker, F., & Shlesinger, M. (2002). The Interpreting Studies Reader: Psychology Press. Pöchhacker, F., & Zwischenberger, C. (2010). Survey on quality and role: conference interpreters’ expectations and self-perceptions. Retrieved from http://aiic.net/p/3405 Poyatos, F. (1997). the reality of multichannel verbal-nonverbal communication in simultaneous and consecutive interpretation. In F. Poyatos (Ed.), Nonverbal Communication and Translation (pp. 249-282). Philadelphia: John Benjamins Publishing. Scherer, K. R., London, H., & Wolf, J. J. (1973). The Voice of Confidence: Paralinguistic Cues and Audience Evaluation. Journal of Research in Personality, 7, 31-44. Seleskovitch, D. (1986). Comment: Who should assess an interpreter’s performance. Multilingua, 5(4), 236. Shannon, C. E., & Weaver, W. (1949). The Mathematical Theory of Communication (Champaign, IL. Urbana: University of Illinois Press. Taniguchi, M. (2001). Japanese EFL learners' weak points in English intonation. Paper presented at the Proceedings of the KSPS conference. Tennent, M. (2005). Training for the New Millennium: Pedagogies for translation and interpreting: John Benjamins Publishing. Timková, R. (2001). Intonation of English in the process of second language acquisition. Paper presented at the Phonetics Teaching and Learning Conference, London. Tommola, J., & Lindholm, J. (1995). Experimental research on interpreting: which dependent variable? In J. Tommola (Ed.), Topics in interpreting research (pp. 121-133): University of Turku, Center for Translation and Interpreting. Wagner, M., & Watson, D. G. (2010). Experimental and theoretical advances in prosody: A review. Lang Cogn Process, 25(7-9), 905-945. doi:10.1080/01690961003589492 Ward, N. G., Carlson, J. C., & Fuentes, O. (2017). Inferring Stance in News Broadcasts from Prosodic-Feature Configurations. Computer Speech & Language. Yenkimaleki, M., & van Heuven, V. J. (2018). The effect of teaching prosody awareness on interpreting performance: an experimental study of consecutive interpreting from English into Farsi. Perspectives, 26(1), 84-99. | |
| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/70248 | - |
| dc.description.abstract | 口譯員的工作與聲音息息相關，聲音的好壞不僅影響聽眾對口譯品質的評價，更影響口譯員的職涯年限。口譯文獻中已探討非語言溝通訓練對口譯員的重要性，聲音正屬於非語言溝通的一環，近年來許多口譯研究也聚焦聲音訓練對口譯員的助益，然而何種聲音訓練活動適合口譯員卻較少提及。本研究旨在探索哪些聲音訓練活動適合加入口譯訓練，採取質量並行的研究方法，使用問卷與簡易訪談的形式，瞭解各項聲音活動對口譯訓練是否有助益，並利用語音分析軟體，分析前後測的故事朗讀與同步口譯錄音，觀察口譯員在聲音訓練前後，音域範圍有無顯著變化。研究結果發現，口譯員認為每個聲音活動對自身或同步口譯的表現都有助益，尤其共鳴腔訓練最受肯定；在音域範圍的變化，口譯員在朗讀故事方面有所提升，然而在同步口譯方面則無，可能與時間、聲音訓練的安排以及觀察值單一有關，但整體而言，口譯員認為聲音訓練能打開對聲音的認知，瞭解聲音在溝通過程中的影響，文末為日後聲音訓練融入口譯教學的安排提供了一些建議。 | zh_TW |
| dc.description.abstract | Interpreters deliver interpreting service via their voice. A voice in good conditions extends the working life of an interpreter and creates a better listening experience for the audience. Recent studies in the field have also paid attention to the voice training for interpreters yet as per what activities are suitable for training interpreters are less explored. The present study aimed to explore what voice training activities are suitable for training interpreters with a mixed methods design. The instruments consisted of questionnaires and short interviews to gain insight into what activities were considered helpful for interpreters. Prosodic analyses were also conducted to examine the effects of the voice training with the assistance of a speech analysis tool called Praat. The results showed that all activities provided in the training were considered helpful for interpreters in general and for the performance in simultaneous interpreting. Among the activities, the resonating chambers was considered most helpful. The results of the prosodic analyses showed that in story-reading there was a significant increase in the mean percentage of pitch range variation whereas in simultaneous interpreting there was none. The results might be attributed to the time constraint, the arrangement issues of the training, and a lack of diversifying indicators. Overall, the voice training activities were considered helpful for interpreters, especially helpful in building voice awareness and in understanding the communicative effects of their voice. Some pedagogical suggestions were provided for future arrangement of voice training for interpreters at the end of the study. | en |
| dc.description.provenance | Made available in DSpace on 2021-06-17T04:24:46Z (GMT). No. of bitstreams: 1 ntu-107-R03147018-1.pdf: 5016364 bytes, checksum: 8b3aff560caef615f49c2f6af183620c (MD5) Previous issue date: 2018 | en |
| dc.description.tableofcontents | LIST OF TABLES vi
LIST OF FIGURES vii CHAPTER 1 INTRODUCTION 1 1.1 RESEARCH BACKGROUND 1 1.2 PURPOSE AND RESEARCH QUESTIONS 3 CHAPTER 2 LITERATURE REVIEW 6 2.1 THE SIGNIFICANCE OF NONVERBAL COMMUNICATION FOR THE INTERPRETING PRACTICE 6 2.2 NONVERBAL ELEMENTS IN SIMULTANEOUS AND CONSECUTIVE INTERPRETATION 8 2.3 PROSODY 11 2.4 NON-VERBAL TRAINING AND THE SIGNIFICANCE OF VOICE TRAINING FOR INTERPRETERS 18 CHAPTER 3 METHODOLOGY 22 3.1 VOICE TRAINING 22 3.1.1 Course Design 22 3.1.2 Course Descriptions 24 3.2 PARTICIPANTS 26 3.3 RESEARCH INSTRUMENTS 28 3.3.1 Pre-training questionnaire 28 3.3.2 Weekly Post-session questionnaires 29 3.3.3 Pretest and Posttest Materials 30 3.3.4 Interviews 32 3.4 DATA COLLECTION PROCEDURE 33 3.5 DATA ANALYSIS 36 3.5.1 Questionnaires and Interviews 36 3.5.2 Pretest and Posttest Recordings 37 CHAPTER 4 RESULTS AND DISCUSSION 41 4.1 QUESTIONNAIRES AND INTERVIEWS 41 4.1.1 Pre-training Questionnaire 41 4.1.2 Weekly Post-session Questionnaires 44 4.1.3 Interviews results related to the learning experience in the voice training 57 4.1.4 Summary and Discussion 60 4.2 PRETEST AND POSTTEST 70 4.2.1 Task 1 Results 72 4.2.2 Task 2 Results 77 4.2.3 Gender Differences 83 4.2.4 Individual Results 85 4.2.5 Interview results related to the pretest and posttest 87 4.2.6 Summary and Discussion 90 CHAPTER 5 CONCLUSIONS 92 5.1 SUMMARY 92 5.2 PEDAGOGICAL IMPLICATIONS 94 5.3 IDEAL VOICE TRAINING FOR INTERPRETERS 97 5.4 LIMITATION OF THE STUDY & FUTURE RESEARCH 99 5.4 CONCLUDING REMARKS 101 REFERENCES 103 APPENDICES 109 APPENDIX A 109 APPENDIX B 114 APPENDIX C 121 APPENDIX D 123 APPENDIX E 125 APPENDIX F 128 List of Tables Table 1 Acoustic and Auditory Terms 12 Table 2 The Backgrounds of the Participants 28 Table 3 Task Materials for the Pretest and Posttest 32 Table 4 The Procedure of the Study and Data Collected 34 Table 5 The Helpfulness Ratings for Interpreters in General 61 Table 6 The Helpfulness Ratings for SI Performance 64 Table 7 The Comparison between Pitch Range Difference and Variation 71 Table 8 The Results of the Pitch Range Analysis in Task 1 (Hz) 73 Table 9 Results of Pitch Range Variation in Task 1 76 Table 10 The Results of the Pitch Range Analysis in Task 2 (Hz) 78 Table 11 Results of Pitch Range Variation in Task 2 81 Table 12 Difficulty Ratings for the Materials in Task 2 88 | |
| dc.language.iso | en | |
| dc.subject | 口譯教學 | zh_TW |
| dc.subject | 聲音訓練 | zh_TW |
| dc.subject | 韻律特徵 | zh_TW |
| dc.subject | 非語言溝通 | zh_TW |
| dc.subject | 副語言 | zh_TW |
| dc.subject | prosodic features | en |
| dc.subject | voice training | en |
| dc.subject | interpreting education | en |
| dc.subject | non-verbal communication | en |
| dc.subject | paralanguage | en |
| dc.title | 譯者有聲：會議口譯員聲音訓練活動初探 | zh_TW |
| dc.title | An Exploration of Voice Training Activities for Conference Interpreters | en |
| dc.type | Thesis | |
| dc.date.schoolyear | 106-2 | |
| dc.description.degree | 碩士 | |
| dc.contributor.coadvisor | 郭貞秀 | |
| dc.contributor.oralexamcommittee | 吳敏嘉,汝明麗 | |
| dc.subject.keyword | 聲音訓練,口譯教學,非語言溝通,副語言,韻律特徵, | zh_TW |
| dc.subject.keyword | voice training,interpreting education,non-verbal communication,paralanguage,prosodic features, | en |
| dc.relation.page | 128 | |
| dc.identifier.doi | 10.6342/NTU201802532 | |
| dc.rights.note | 有償授權 | |
| dc.date.accepted | 2018-08-15 | |
| 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 | |
文件中的檔案：
| 檔案 | 大小 | 格式 | |
|---|---|---|---|
| ntu-107-1.pdf 未授權公開取用 | 4.9 MB | Adobe PDF |
系統中的文件，除了特別指名其著作權條款之外，均受到著作權保護，並且保留所有的權利。