遠距口譯訓練：學生觀點

Abstract

2020年初，新冠肺炎疫情爆發，全台各級學校紛紛採行遠距教學，以確保學習不至中斷，經濟合作暨發展組織（OECD）建議妥善記錄在此期間所執行之教學計畫，以提升整體教育體系的韌性；紀錄時若能參採師生觀點更佳，因師生參與計畫其中，能縝密、貼切地描述實施層面的細節與成果。 疫情前遠距教學發展已有時日，然此教學模式在課堂溝通、互動的限制，導致其鮮少應用於口譯教學，惟於疫情席捲全球之際，始見高等教育層級院所、全時學制的口譯訓練課程緊急採取遠距口譯教學。由此可見，遠距口譯教學的發展，仍處於起步階段，而當中的學生觀點，更鮮少深究，有鑑於此研究缺口，本研究藉由個人訪談（共兩位）及焦點團體訪談（共七位），回顧台大翻譯碩士學位學程於2020年初所實施之遠距口譯教學，探究、聚焦於學生觀點，期能助於未來口譯教學規劃。 本研究結果指出，遠距口譯教學受惠於現今科技發展，教師能提供更精確的回饋，且此教學模式相較過往實體授課，賦予學生更高的自主性；另一方面，此教學模式的限制，則反映於課堂整體互動減少、以及數位落差的隱憂。除此之外，因應遠距口譯教學，教師的明確指引及同理，能為學生的學習帶來正向影響。根據研究結果，本研究亦推判，既口譯教學重視於課堂中模擬實際工作情境，於此遠距口譯教學仍有諸多未能企及之處。 受疫情起伏影響，台大翻譯碩士學位學程之遠距口譯教學實施急迫，且僅於一學期間執行，本研究雖致力於忠實呈現遠距口譯學習面貌，規模仍屬有限，未來若欲進一步探討遠距口譯教學之規劃與策略，則以質性、量性研究方法併濟、檢視長期進行之遠距口譯教學更為理想，也相信相關研究結果將能夠裨益整體口譯教學規劃。

Amid the COVID-19 pandemic, distance learning became an essential countermeasure to ensure the continuity of education. OECD and The World Bank (2022) underscored the importance of detailing distance learning initiatives during the pandemic, emphasizing that the intricacies and efficacy of such programs are best described by those involved in their design and deployment. However, as distance learning is potentially limited in facilitating effective communication, its application in interpreter training was scarce. The pandemic outbreak brought about numerous attempts at a scale unprecedented in the past, yet interpreter trainees’ perspectives on distance-mode training have yet been fully captured. Hence, the present study seeks to fill the research gap by employing individual interviews (two participants) and focus group interviews (seven participants) to examine interpreter trainees’ experiences at the Graduate Program in Translation and Interpretation at National Taiwan University. It is hoped that more robust, future-ready training programs can be developed with the identification of successful distance-mode training strategies. Overall, the study underscored benefits enjoyed by distance-mode interpreter training, such as improved feedback and learner autonomy, but also highlighted challenges, like diminished interaction and concerns about a digital divide. The trainees also highlighted the importance of clear technological instructions and empathetic support from trainers during distance-mode training. These insights suggest that technology shall be applied in conventional on-site interpreter training to enhance its effectiveness, but distance-mode training can yet replicate on-site interpreting assignments entirely. The study strives to capture the authentic experiences of interpreter trainees; nevertheless, this study has limitations. The data was limited as it stems from the rushed transition to distance-mode training in the early 2020, and the study’s reliance on interviews with a small group of interviewees might compromise its breadth and precision, leading to the results not being universally applicable. To refine these insights into devising future training programs, whether it be distance-mode or conventional ones, a longer, planned training study that integrates past research would be beneficial. A broader research scope employing both qualitative and quantitative methods, paired with insights from trainers, would offer a more holistic view of distance-mode interpreter training.