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完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 吳茵茵 | zh_TW |
dc.contributor.advisor | Yin-Yin Wu | en |
dc.contributor.author | 盧作珩 | zh_TW |
dc.contributor.author | Tso-Heng Lu | en |
dc.date.accessioned | 2024-03-05T16:20:41Z | - |
dc.date.available | 2024-03-06 | - |
dc.date.copyright | 2024-03-05 | - |
dc.date.issued | 2024 | - |
dc.date.submitted | 2024-02-02 | - |
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翁子惠(2005)。《學師專業需求與學習滿意度之研究-以台灣師大運動與休閒管理研究所為例》(碩士論文,臺灣師範大學)。臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/hf2j57 陳宏綺(2010)。《口譯課程之學習滿意度研究:以台師大翻譯研究所為 例》(碩士論文,臺灣師範大學)。臺灣博碩士論文知識加值系統https://hdl.handle.net/11296/d6he56 Ahrens, B. (2021). The pivot to remote online teaching on the MA in conference interpreting in Cologne: Lessons learned from an unexpected experience. The Journal of Specialised Translation, 2021(36b), 251¬–284. Retrieved August 18, 2023, from https://jostrans.org/issue36/art_ahrens.pdf Chien, L., Beÿ, C. K., & Koenig, K. L. (2020). Taiwan’s successful COVID-19 mitigation and containment strategy: Achieving quasi population immunity. Disaster Medicine and Public Health Preparedness, 16(2), 434–437. https://doi.org/10.1017/dmp.2020.357 Conrad, D. (2006). E-Learning and social change: An apparent contradiction. Perspectives on Higher Education in the Digital Age, 21–33.Routledge. Dörnyei, Z. (2007). 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(2013b). Foundations of distance education. Routledge. https://doi.org/10.4324/9781315004822 King, F. B., Young, M., Drivere-Richmond, K., & Schrader, P. G. (2001). Defining distance learning and distance education. AACE Journal, 9(1), 1–14. Ko, L. (2006). Teaching interpreting by distance mode: Possibilities and constraints. Interpreting, 8(1), 67-96. Ko, L. (2008). Teaching interpreting by distance mode: An empirical study. Meta: journal des traducteurs/Meta: Translators’ Journal, 53(4), 814–840. Ko, L., & Chen, N. (2011). Online-interpreting in synchronous cyber classrooms. Babel, 57(2), 123–143. https://doi.org/10.1075/babel.57.2.01ko Krouglov, A. (2021). Emergency remote teaching and learning in simultaneous interpreting: Capturing experiences of teachers and students. Training, Language and Culture, 5(3), 41–56. https://doi.org/10.22363/2521-442x-2021-5-3-41-56 Lee, J., & Huh, J. (2018). 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OECD Publishing. https://doi.org/10.1787/bbeca162-en Sadeghi, M. (2019). A Shift from Classroom to Distance Learning: Advantages and Limitations. International Journal of Research in English Education, 4(1), 80–88. https://doi.org/10.29252/ijree.4.1.80 Sandrelli, A. (2015a). Becoming an interpreter: The role of computer technology. MonTi: Monografías De Traducción E Interpretación, 2015(2), 111–138. https://doi.org/10.6035/monti.2015.ne2.4 Seresi, M. (2021). Teaching consecutive interpreting online using asynchronous methods. In M. Seresi, R. Eszenyi, & E. Robin (Eds.), Distance education in translator and interpreter training: Methodological lessons during the Covid-19 pandemic (pp. 90¬¬–107). Budapest: ELTE BTK Fordító- ésTolmácsképzőTanszék. Setton, R., &Dawrant, A. (2016). Conference interpreting – A complete course.In Benjamins Translation Library.https://doi.org/10.1075/btl.120 Singureanu, D. (2020, February 11). 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dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/92112 | - |
dc.description.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。 | zh_TW |
dc.description.abstract | 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. | en |
dc.description.provenance | Submitted by admin ntu (admin@lib.ntu.edu.tw) on 2024-03-05T16:20:41Z No. of bitstreams: 0 | en |
dc.description.provenance | Made available in DSpace on 2024-03-05T16:20:41Z (GMT). No. of bitstreams: 0 | en |
dc.description.tableofcontents | 謝詞 I
中文摘要 II ABSTRACT III LIST OF FIGURES VII LIST OF TABLES VIII CHAPTER 1 INTRODUCTION 1 1.1. Research Background: An Abrupt Transition 1 1.2. Interpreter Training at the Graduate Level 2 1.3. Research Purpose and Questions 4 CHAPTER 2 LITERATURE REVIEW 7 2.1. Distance Learning: The Definition and Evolution 7 2.1.1. Benefits and Limitations of Distance Learning 8 2.2. Interpreter Training in a Distance Mode 9 2.2.1. Prior to the COVID-19 Pandemic: Training Attempts in Non-degree Programs 9 2.2.2. After COVID-19 Outbreak: Training Attempts in Degree Programs 13 2.2.3. Summary: Benefits and Limitations of Interpreter Training in a Distance Mode 23 CHAPTER 3 METHODS 25 3.1. Participants 25 3.2. Introduction of GPTI and Its Course Profile in the Spring Semester of 2020 26 3.3. Technical Tools Adopted for InterpreterTraining in a Distance Mode 30 3.4. The Design of Interview Questions 33 3.4.1. Features of the Interview Questions in the Present Study 35 3.5. Interview Procedure 41 3.6. Data Analysis 43 CHAPTER 4 RESULTS AND DISCUSSION 47 4.1. Benefits of Interpreter Training in a Distance Mode 47 4.1.1. Improved Training Effectiveness 47 4.1.2. Increased Frequency of Practice Sessions outside of Class 50 4.1.3. Reduced Stress in Class 51 4.1.4 Adaption to Job Market Demands 53 4.2. Limitations of Interpreter Training in a Distance Mode 56 4.2.1. Difficulty Finding a Suitable Learning Environment 56 4.2.2. Difficulty Accessing Adequate Equipment 59 4.2.3. Reduced Engagement during Class Sessions 61 4.2.4. Limitations in Interpreter Training 66 4.3. Coping Strategies of Interpreter Training in a Distance Mode 70 4.3.1. General Responses to the Limitations 70 4.3.2. Benefits of Clear Instruction and Empathetic Support from the Trainers 70 4.4. Implications of Interpreter Training in a Distance Mode 74 4.4.1. A Hybrid Mode of Training 74 CHAPTER 5 CONCLUSION 78 5.1 Summary of Results 78 5.2 Limitations of the Present Study 80 5.3 Recommendations for Future Work 82 REFERENCE 84 APPENDIX I 89 APPENDIX II 90 | - |
dc.language.iso | en | - |
dc.title | 遠距口譯訓練:學生觀點 | zh_TW |
dc.title | Interpreter Training in the Distance Mode: Trainees’ Perspectives | en |
dc.type | Thesis | - |
dc.date.schoolyear | 112-1 | - |
dc.description.degree | 碩士 | - |
dc.contributor.oralexamcommittee | 張嘉倩;詹柏勻 | zh_TW |
dc.contributor.oralexamcommittee | Chia-Chien Chang;Po-Yun Chan | en |
dc.subject.keyword | 口譯訓練,遠距學習,學生觀點, | zh_TW |
dc.subject.keyword | interpreter training,distance learning,students’ perspectives, | en |
dc.relation.page | 91 | - |
dc.identifier.doi | 10.6342/NTU202400405 | - |
dc.rights.note | 同意授權(全球公開) | - |
dc.date.accepted | 2024-02-06 | - |
dc.contributor.author-college | 文學院 | - |
dc.contributor.author-dept | 翻譯碩士學位學程 | - |
顯示於系所單位: | 翻譯碩士學位學程 |
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