口譯筆記對臺灣高中英語聽力測驗之影響

Abstract

大考中心於2012年推出高中英語聽力測驗(TELC)之後，高中課堂的聽力策略教學更形重要。雖然過往已有眾多研究探討各種聽力策略之益處，但較少有研究探討會議口譯之策略應用於聽力考試之效果。口譯教學中常見的逐步口譯筆記法為口譯員輔助聽力之重要工具，具有幫助口譯員專注聆聽與記憶原文之功能，但是否能運用於高中英語聽力測驗則仍待探究。 本研究以準實驗法探究逐步口譯筆記法對高中英語聽力測驗之效益。使用之研究材料包括研究前問卷、前測試題、後測試題、聽力模擬練習試題、研究後問卷以及逐步口譯筆記法之講義。研究者依照逐步口譯筆記原則設計為期八週之逐步口譯筆記法課程，並依照Chamot等人(1999)所提出的認知學術語言學習法(CALLA) 制定了教學流程。受試者為台北市某高中之兩班學生共60人，依照班級分為實驗組及對照組。兩組學生均接受為期八週的聽力訓練。實驗組接受了逐步口譯筆記法教學，並被敦促將逐步口譯筆記法應用於聽力練習考試，而對照組則在沒有任何筆記指導的情況下接受相同的聽力訓練。兩組受試者於八週後接受後測，並填寫研究後問卷，藉此了解他們對筆記法以及逐步口譯筆記法之看法。前測與後測成績經由統計分析來發掘逐步口譯筆記法用於高中英語聽力測驗之有效性，研究前後的問卷則以質性方式分析，以理解高中生如何看待逐步口譯筆記法。 本研究結果顯示，逐步口譯筆記教學未能有效提高學生在高中英語聽力測驗短講部分的表現。兩組後測分數與前測相比皆有顯著退步，但實驗組後測表現與對照組相比差異並不顯著。逐步口譯筆記教學未能提升學生聽力測驗成績可能原因之一為訓練時間過短，導致實驗組未能熟練逐步口譯筆記法，甚至讓逐步口譯筆記法干擾聽力。另一個可能的原因是高中英語聽力測驗短講太短，不足以造成認知超載，使得逐步口譯筆記法顯得多餘。但整體而言，實驗組的受試者對逐步口譯筆記法仍抱持正向的態度。 本研究歸納出了兩個教學意義。首先，逐步口譯筆記法可能有助於提高專注力和效率，但需要紮實的練習方能克服初學階段遇到的困難。其次，語言能力仍然是有效聽力理解的先決條件。如果無法理解所聽到的內容，則任何形式的筆記都是毫無意義的。

After the College Entrance Examination Center introduced the Test of English Listening Comprehension (TELC) in 2012, more attention has been given to listening strategy instruction in senior high schools. Although previous studies have explored the benefits of various listening strategies, few studies have looked into the effect of conference interpreting strategies on listening comprehension tests. The consecutive interpreting notes commonly used in interpreting teaching are an important tool that assist interpreters in listening to and remembering the source speech, but whether consecutive interpreting note-taking can be applied to high school English listening comprehension tests remains unknown. This study thus attempted to fill the research gap by exploring the effects of consecutive interpreting note-taking on the Test of English Listening Comprehension. The materials for this study included a pre-study questionnaire, a pre-test and a post-test, 8 listening mock tests, a post-study questionnaire, and CINT handouts. The CINT instruction designed by the researcher was based on the principles on consecutive interpreting note-taking, and the lesson procedures were drawn up using the Cognitive Academic Language Learning Approach (CALLA) proposed by Chamot et al. (1999). A total of 60 students from two intact classes in a senior high school in Taiwan were recruited for the study, and they were divided into an experimental group and a control group accordingly. Both groups received eight weeks of listening training, during which the experimental group received CINT instruction and was urged to apply the CINT skills to the TELC practice tests, whereas the control group received the same listening exposure without any instructions in note-taking. Both groups were asked to fill out the post-study questionnaires which investigated their perception of the CINT instruction. Data collected from the pre-test and post-test were analyzed statistically to determine the effectiveness of the CINT instruction, and the qualitative data from the pre-study and post-study questionnaires were also analyzed to find out how senior high school students perceived the CINT instruction. The results of the present study imply that the CINT instruction developed by the researcher failed to improve students’ performance on the Short Talk section of the TELC. Both groups scored worst on the post-test, but the difference between their impaired performances were nonetheless not significant. This could be attributed to insufficient practice during the short training course, which did not allow the participants in the experimental group to achieve meaningful levels of competency in CINT, or even resulted in poor effort distribution that disrupted listening. Another plausible reason is that the nature of the TELC short talk rendered CINT superfluous, as the talks were not long enough to cause cognitive overload in the first place. However, the participants in the experimental group generally held a positive attitude toward CINT. The study has arrived at two pedagogical implications. Firstly, CINT may be helpful in terms of improving concentration, memory, and efficiency, but rigorous practice is needed to overcome the difficulties encountered at the initial stages of acquisition. Secondly, linguistic abilities are still a prerequisite in effective listening comprehension. Without basic understanding of the aural input, any form of note-taking would be pointless.