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完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 葉德蘭 | |
dc.contributor.author | Yu-Sin Wang | en |
dc.contributor.author | 汪羽欣 | zh_TW |
dc.date.accessioned | 2021-06-16T09:15:48Z | - |
dc.date.available | 2018-07-27 | |
dc.date.copyright | 2017-07-27 | |
dc.date.issued | 2017 | |
dc.date.submitted | 2017-07-17 | |
dc.identifier.citation | Air transport, passengers carried. (n.d.). Retrieved from http://data.worldbank.org/indicator/IS.AIR.PSGR
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On interpreters’ intercultural awareness. World Journal of English Language, 1(1), 47-52. doi: 10.5430/wjel.v1n1p47 | |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/59079 | - |
dc.description.abstract | 本研究欲從專業口譯員與口譯教師的角度,探討跨文化溝通能力對於口譯的重要性,希望提供口譯訓練機構在跨文化溝通相關課程設計之建議,以及提供口譯學生課外學習跨文化溝通能力的管道。
本研究採用質性研究方法,對受試者進行一對一訪談,共有三位口譯員以及三位口譯教師參與本研究,訪談過程以錄音方式記錄,事後由研究者將錄音內容轉為文字,再以編碼的方式對資料進行分析討論。 研究發現口譯員及口譯教師均認可跨文化意識與跨文化溝通能力對於口譯的重要性,然而在口譯訓練課程中,並不需要專門的跨文化溝通課程來教授跨文化溝通能力,將跨文化溝通能力以及口譯實務課程結合即可,受訪者也提供幾項將跨文化溝通能力納入口譯實務課程的方法,以及學生能於課外自行培養的管道,研究者亦試圖提出可行的方式。研究最後提出改善研究之方法,並提供日後研究的建議。 | zh_TW |
dc.description.abstract | This study aims to explore how interpretation majors can effectively acquire intercultural communication competence through interpreter training courses or extracurricular learning from the viewpoints of professional interpreters and interpreting instructors. A qualitative approach is adopted in this study. A total of three interpreters and three interpreting instructors participated in this study. The data was collected through individual face-to-face interviews with the participants. All the interviews were recorded and later transferred into text format. The transcripts were further analyzed with the coding method.
The results show that intercultural awareness and intercultural communication competence are important to interpreting from the viewpoints of interpreters and interpreting instructors. However, when it comes to including intercultural communication competence in interpreter training, a particular course on intercultural communication competence is not needed. Most interpreting instructors have already discussed intercultural communication competence in interpreting practice courses. The combination of intercultural communication competence with interpreting skill teaching is an effective way to introduce intercultural communication competence to students. The participants offered teaching techniques to teach intercultural communication competence in interpreting practice courses. They also provided some methods for students to cultivate intercultural communication competence outside the classroom. The researcher also proposes some possible methods to either teach or learn intercultural communication competence. At the end of the study, some modifications and recommendations for future research are suggested. | en |
dc.description.provenance | Made available in DSpace on 2021-06-16T09:15:48Z (GMT). No. of bitstreams: 1 ntu-106-R02147015-1.pdf: 1880080 bytes, checksum: 0396ec9cca4b8868eba11377b0b1afbb (MD5) Previous issue date: 2017 | en |
dc.description.tableofcontents | 致謝 i
摘要 ii Abstract iii Table of Contents v List of Tables vii List of Chart viii CHAPTER 1 INTRODUCTION 1 1.1 Background 1 1.1.1 Intercultural Communications in the World 1 1.1.2 Interpreting Introduced 1 1.2 Motivation 4 1.3 Research Questions 5 1.4 Thesis Structure 6 1.5 Explanation of Terms 7 CHAPTER 2 LITERATURE REVIEW 8 2.1 Intercultural Communication Competence 8 2.1.1 Main Concepts of Intercultural Communication Competence 8 2.1.2 Guo-Ming Chen’s Intercultural Communication Competence Model 10 2.2 Interpreting as Intercultural Communication 13 2.2.1 Defining Culture 13 2.2.2 Difficulties in Interpreting Caused by Cultural Differences 15 2.2.3 Interpreters in Communication 16 2.2.3.1 Interpreters as Intercultural Mediators 16 2.2.3.2 Interpreters’ Intercultural Awareness 19 2.3 Current curriculum design in T&I programs in Taiwan 20 CHAPTER 3 METHODOLOGY 28 3.1 Method and Research Procedures 28 3.2 Question Design 29 3.3 Participants 31 3.4 Interview Procedures 33 3.5 Data Analysis: Coding 33 CHAPTER 4 RESULTS AND DISCUSSIONS 41 4.1 Intercultural Awareness and Intercultural Communication Competence in the Interpreting Context 41 4.2 Intercultural Communication Competence in Interpreter Training Curricula 49 4.2.1 Where and How Intercultural Communication Competence is Taught 49 4.2.2 Difficulties of Offering Intercultural Communication Competence Courses 55 4.3 Core Elements of Intercultural Communication Competence in Interpreting 58 4.4 Intercultural Communication Competence Acquisition 66 4.4.1 Suggestions for In-class Learning 66 4.4.2 Suggestions for Extracurricular Learning 71 CHAPTER 5 CONCLUSION 75 CHAPTER 6 LIMITATIONS AND IMPROVEMENTS FOR FUTURE RESEARCH 79 6.1 Research Limitations and Possible Improvements 79 6.2 Suggestions for Future Study 80 REFERENCES 82 APPENDICES 90 Appendix 1: Interview Questions (English) 90 Appendix 2: Interview Questions (Mandarin) 94 Appendix 3: Interview Transcripts (English) 96 Appendix 4: Interview Transcripts (Mandarin) 127 | |
dc.language.iso | en | |
dc.title | 跨文化溝通能力對於口譯的重要性 | zh_TW |
dc.title | The Importance of Intercultural Communication Competence to Interpreting | en |
dc.type | Thesis | |
dc.date.schoolyear | 105-2 | |
dc.description.degree | 碩士 | |
dc.contributor.oralexamcommittee | 張?雯,蔡毓芬 | |
dc.subject.keyword | 跨文化意識,跨文化溝通能力,口譯訓練,課程設計,課外學習, | zh_TW |
dc.subject.keyword | intercultural awareness,intercultural communication competence,interpreter training,curriculum design,extracurricular learning, | en |
dc.relation.page | 150 | |
dc.identifier.doi | 10.6342/NTU201701617 | |
dc.rights.note | 有償授權 | |
dc.date.accepted | 2017-07-18 | |
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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