本研究旨在根據1-2年之初級口譯學習者之學習經驗，語言程度及口譯技巧來探討影響英翻中逐步口譯流暢度之因素。研究欲探討之可能因素包含學習者學習口譯之動機、語言因素、筆記技巧、記憶力及口譯員所需能力之看法。研究中亦針對教師及學習者本身對口譯學習的影響程度進行探討。
本研究參與者為59位(14位男性，45位女性)南部某科技大學學生。學生在進行問卷調查前已完成1至2年口譯課程。參與者必須完成一份英文翻中文逐步口譯測驗，測驗由兩位口譯教師進行評分並依分數分為逐步口譯高成就組(HCI group)及逐步口譯低成就組(LCI group)。參與者必須填寫由研究者設計之英翻中逐步口譯問卷，問卷結果將進行量化分析。此外，本研究從兩組中各挑選三位參與者進行訪談，訪談內容將與問卷結果進行比較分析。
     根據問卷分析結果顯示，學習口譯之動機 (r(57)=-.58, p<.01)、英文單字 (r(57)=-.43, p<.01)、中文能力 (r(57)=-.31, p<.05)及筆記技巧 (r(57)=-.37, p<.01)與口譯流暢度有顯著相關。針對逐步口譯高成就組來看，則只有學習口譯之動機 (r(30)=-.52, p<.01)與口譯流暢度有相關性。逐步口譯低成就組則在學習口譯之動機(r(29)=-.51, p<.01)及筆記技巧上(r(29)=-.41, r<.05)與口譯流暢度有相關性。在學習口譯動機上，逐步口譯低成就組在學習口譯動機上低於逐步口譯高成就組(t=-3.22, p<.01)。另外，針對口譯困難的部分，逐步口譯低成就組在英文單字(t=-3.41, p<.01)，中文能力(t=-2.77, p<.01)及筆記技巧上(t=-2.41, p<.05) 比逐步口譯高成就組有較大的困難。在教師及本身的影響程度上，兩組學生都認為教師及本身的學習對逐步口譯皆有影響。但是，本身努力程度的影響大於教師在教學上的影響。 
     本研究結果證明學習口譯動機、英文單字、中文能力、筆記技巧及對口譯員所需能力之看法與口譯流暢度有相關性。但是英文聽力及記憶力與口譯流暢度無相關性的結果則令人驚訝。雖然量化分析未呈現顯著相關性，但是質性分析中卻呈現出參與者對相關困難性的描述。研究結果對英翻中逐步口譯之初級學習者所遇到的學習困難有進一步的了解。本研究針對逐步口譯教學之應用及解決逐步口譯學習困難之方法亦有深入探討。

In the last decades, significant developments have taken place in the field of interpretation. However, an important issue that has not been extensively investigated is the factors affecting the fluency of consecutive interpretation with students for different consecutive interpretation proficiency.
The purpose of this study, therefore, is to explore possible factors affecting the fluency of English to Chinese interpretation in novice learners with 1-2 years of learning on account of interpretation learners' learning experience, language ability and interpretation skills. Possible factors which affect the learning performance of consecutive interpretation in the present include learner’s motivation, language factors, note-taking skills, memory factors, attitudes toward needs for being an interpreter and learners’ feedback toward the influence of teachers and learners. Both quantitative and qualitative results are adopted for analysis. 
A total number of participants who finished the whole procedure was 59 (14 males, 45 females). They had taken 1-2 years of interpretation courses before this experiment. Participants needed to complete one consecutive interpretation article from English to Chinese for evaluation and scores were given by two instructors. Participants were divided into HCI group (n=30) and LCI group (n=29) according to their scores on consecutive interpretation article. Both groups of participants also needed to complete the Questionnaires for English to Chinese Consecutive Interpretation designed by the researcher for statistical analysis. Six learners from high proficiency in consecutive interpretation group (HCI group) and low proficiency in consecutive interpretation group (LCI group) were chosen to answer interview questions for further analysis. 
In terms of overall mean values, the statistical results indicated that motivation (r(57)=-.58, p<.01), English vocabulary (r(57)=-.43, p<.01), Chinese proficiency (r(57)=-.31) and note-taking skills (r(57)=-.37) had significant correlations with the fluency of English to Chinese consecutive interpretation. As for HCI group, only motivation (r(30)=-.52, p<.01)had significant correlation with the fluency of English to Chinese consecutive interpretation . As for LCI group, motivation (r(29)=-.51, p<.01) and note-taking skills (r(29)=-.41, r<.05) had significant correlations with the fluency of English to Chinese consecutive interpretation. Regarding to the difficulties, LCI group tended to have more negative motivation toward consecutive interpretation (t=-3.22, p<.01) and more difficulties in English vocabulary (t=-3.41, p<.01), Chinese proficiency (t=-2.77, p<.01) and note-taking skills (t=-2.41, p<.05). Besides, participants in both groups believed that teachers and learners themselves are vital factors when learning consecutive interpretation. However, the efforts of learners themselves might have greater influence on the fluency of English to Chinese consecutive interpretation than the teachers. 
The results of the current study indicated positive relationships with the fluency of English to Chinese consecutive interpretation, such as motivation, English vocabulary, Chinese proficiency, note-taking skills and attitudes toward the needs for being an interpreter. Other results, however, are surprising, such as English listening comprehension and memory. Qualitative and quantitative analyses of data revealed that learners encountered certain difficulties when learning English to Chinese consecutive interpretation although no correlations were found for some factors. These findings should contribute to a better understanding of factors affecting the fluency of English to Chinese consecutive interpretation in novice learners. The study could also have useful pedagogical implications for training, both for teachers and trainers and to deal with the difficulties facing by consecutive interpretation learners.

Acknowledgements	i
Chinese Abstract	ii
Abstract	iv
TABLE OF CONTENTS	vii
LIST OF TABLES	xiii
LIST OF FIGURES	xv
Chapter One Introduction	1
1.1	Background of the Study	1
1.2	Purpose of the Study	2
1.3	Research Questions	3
1.4	Definition of Terms	5
1.5	Significance of the Study	6
1.6	Organization of the Dissertation	7
Chapter Two	8
Literature Review	8
2.1	An Overview of Interpretation Training Courses in Taiwan	8
2.2	An Overview of Interpretation Teaching and Research in Taiwan	9
2.3	An Overview of Consecutive Interpretation	12
2.4	Interpretation Evaluation Criteria	13
2.5	CI Modules and Processes	13
2.5.1	Information Processing	13
2.5.2	Gile's Efforts Model	14
2.5.3	Cokely's Seven Major Stages for Interpreting	15
2.5.4	Seleskovitch's Three Stages for Consecutive Interpretation	18
2.5.5	The Interpreting Triangular Model	18
2.5.6	Weber’s Five Phases in Consecutive Interpretation	20
2.5.7	Pyramid Scheme and Ripple Theory	20
2.5.8	Pyramid Theory of Simultaneous Interpretation	22
2.5.9	Kuo's Formula: QI= EV + EK + FAAE	23
2.6	Interpreter Training	24
2.7	Possible Factors Affecting Interpretation Fluency	26
2.7.1	Learner's Motivation	26
2.7.2	English Proficiency- Listening Comprehension & Vocabulary	28
2.7.3	Chinese Proficiency	30
2.7.4	Note-taking Skills	31
2.7.5	Memory Factors	35
2.7.6	Needs for Being an Interpreter	36
Chapter Three Methodology	39
3.1	Research Design	39
3.2	A Pilot Study	39
3.3	Participants	42
3.4	Instructors	44
3.5	Instruments	45
3.5.1	Questionnaire for English to Chinese Consecutive Interpretation Learning Design	45
3.5.2	Interview Questions for Consecutive Interpretation Learning	47
3.5.3	English to Chinese Consecutive Interpretation Article	48
3.5.4	Evaluation Sheets for Consecutive Interpretation	48
3.6	Research Procedures	49
3.7	Data Collection Procedure	50
3.8	Data Analysis	51
Chapter Four Results	53
4.1	Research Question One	53
4.1.1	Correlation between novice learners’ motivation and the fluency of English to Chinese consecutive interpretation	53
4.1.2	Motivation differences between HCI and LCI	55
4.2	Research Question Two	56
4.2.1	Correlation between English vocabulary and the fluency of English to Chinese consecutive interpretation	56
4.2.2	English vocabulary differences between HCI and LCI	58
4.2.3	Correlation between English listening and the fluency of English to Chinese consecutive interpretation	59
4.2.4	English listening differences between HCI and LCI	61
4.3	Research Question Three	61
4.3.1	Correlation between Chinese skills and the fluency of English to Chinese consecutive interpretation	62
4.3.2	Chinese skills differences between HCI and LCI	63
4.4	Research Question Four	64
4.4.1	Correlation between note-taking skills and the fluency of English to Chinese consecutive interpretation	65
4.4.2	Note-taking skill differences between HCI and LCI	66
4.5	Research Question Five	67
4.5.1	Correlation between memory and the fluency of English to Chinese consecutive interpretation	67
4.5.2	Memory differences between HCI and LCI	69
4.6	Research Question Six	69
4.6.1	Correlation between attitudes toward needs for being an interpreter and the fluency of English to Chinese consecutive interpretation	…………………………………………………………………..70
4.6.2	Differences between HCI and LCI in terms of attitudes toward needs for being an interpreter	72
4.7	Research Question Seven	72
4.8	Qualitative Findings related to Interview Questions	74
Chapter Five Discussion	80
5.1	Motivation	80
5.1.1	Summary of findings	80
5.1.2	Correlation between motivation and CI scores	81
5.1.3	Motivation differences between HCI group and LCI group	83
5.2	English Skills	86
5.2.1	Summary of findings- English vocabulary	87
5.2.2	Correlation between English vocabulary and CI scores	88
5.2.3	English vocabulary differences between HCI group and LCI group	…………………………………………………………………..89
5.2.4	Summary of findings- English listening	91
5.2.5	Correlation between English listening and CI scores	92
5.2.6	English listening differences between HCI group and LCI group	…………………………………………………………………..93
5.3	Chinese Skills	96
5.3.1	Summary of findings	97
5.3.2	Correlation between Chinese skills and CI scores	97
5.3.3	Chinese skills differences between HCI group and LCI group	99
5.4	Note-taking Skills	104
5.4.1	Summary of findings	104
5.4.2	Correlation between note-taking skills and CI scores	105
5.4.3	Note-taking skills differences between HCI group and LCI group	…………………………………………………………………107
5.5	Memory	110
5.5.1	Summary of findings	110
5.5.2	Correlation between memory and CI scores	110
5.5.3	Memory differences between HCI group and LCI group	111
5.6	Attitudes toward Needs for being an Interpreter	114
5.6.1	Summary of findings	114
5.6.2	Correlation between attitudes toward needs for being an interpreter and CI scores	115
5.6.3	Differences in attitudes toward needs for being an interpreter between HCI group and LCI group	116
5.7	Teachers and Learners	122
5.7.1	Summary of findings	122
5.7.2	The influence from teachers	123
5.7.3	The influence from learners	125
Chapter Six Conclusions	129
6.1	Summary of the Major Findings	129
6.1.1  Motivation	130
6.1.2  English skills	131
6.1.3  Chinese skills	132
6.1.4  Note-taking skills	132
6.1.5  Memory	133
6.1.6  Attitudes toward needs for being an interpreter	134
6.1.7  Teachers and learners	135
6.2	Pedagogical Implications	135
6.2.1 Interpretation learning motivation	136
6.2.2 Solid foundation of vocabulary	136
6.2.3 English listening training	137
6.2.4 Native language ability enhancement	137
6.2.5 Training for note-taking skills	138
6.2.6 Teaching methods	139
6.3	Limitations of the Study	139
6.4	Suggestions for Future Research	140
References	142
Appendices	150
Appendix A: Questionnaire for Pilot Study (Chinese Version)	150
Appendix B: Questionnaire for Pilot Study (English Version)	151
Appendix C: Questionnaires for English to Chinese Consecutive Interpretation Learning	152
Appendix D: Total Variance Explained of Questionnaire for English to Chinese CI Learning Difficulties	154
Appendix E: Rotated Component Matrix of Questionnaire for English to Chinese CI Learning Difficulties	155
Appendix F: Item-total Statistics for Each Factor	156
Appendix G: Interview Questions for Consecutive Interpretation Learning	158
Appendix H: Interview Questions for Consecutive Interpretation Learning  (English Version)	159
Appendix I: Interview Script – H1	160
Appendix J: Interview Script – H2	163
Appendix K: Interview Script – H3	166
Appendix L: Interview Script – L1	169
Appendix M: Interview Script – L2	172
Appendix N: Interview Script – L3	175
Appendix 0: Interview Script – H1 (English version)	178
Appendix P: Interview Script – H2 (English version)	182
Appendix Q: Interview Script – H3 (English version)	186
Appendix R: Interview Script – L1 (English version)	190
Appendix T: Interview Script – L3 (English version)	198
Appendix U: English to Chinese Consecutive Interpretation Article	202
Appendix V: Criteria for interpretation 口譯評分量表標準	204
Appendix W: Evaluation Sheet for Consecutive Interpretation Article	205

LIST OF TABLES
Table 3.1 Background of Three Experts for Content Validity	41
Table 3.2 Reliability for the Questionnaire Items (Pilot Study)	42
Table 3.3  Background Information of HCI Group and LCI Group	43
Table 3.4 Results of t-test for Score Difference between HCI Group and LCI Group	44
Table 3.5 KMO and Bartlett’s Test	46
Table 3.6 Reliability for the Questionnaire Items	47
Table 3.7 Inter-rater Reliability, Means and Standard Deviations for Two Raters (N=59)	49
Table 4.1 Correlation between CI Scores and Motivation (N=59)	54
Table 4.2 Correlation between CI Scores and Motivation for HCI Group (n=30)	54
Table 4.3 Correlation between CI Scores and Motivation for LCI Group (n=29)	55
Table 4.4 Motivation Differences between HCI Group and LCI Group	55
Table 4.5 Correlation between CI Scores and English Proficiency _ Vocabulary (N=59)	57
Table 4.6 Correlation between CI Scores and English Proficiency _ Vocabulary for HCI Group	57
Table 4.7 Correlation between CI Scores and English Proficiency _ Vocabulary for LCI Group (n=29)	58
Table 4.8 Vocabulary Differences between HCI Group and LCI Group	59
Table 4.9 Correlation between CI Scores and Listening (N=59)	60
Table 4.10 Correlation between CI Scores and Listening for HCI Group	60
Table 4.11 Correlation between CI Scores and Listening for LCI Group (n=29)	60
Table 4.12 Listening Differences between HCI Group and LCI Group	61
Table 4.13 Correlation between CI Scores and Chinese Proficiency (N=59)	62
Table 4.14 Correlation between CI Scores and Chinese Proficiency for HCI Group	63
Table 4.15 Correlation between CI Scores and Chinese Proficiency for LCI Group (n=29)	63
Table 4.16 Chinese Proficiency Differences between HCI Group and LCI Group	64
Table 4.17 Correlation between CI Scores and Note-taking Skills (N=59)	65
Table 4.18 Correlation between CI Scores and Note-taking Skills for HCI Group (n=30)	66
Table 4.19 Correlation between CI Scores and Note-taking Skills for LCI Group (n=29)	66
Table 4.20 Note-taking Differences between HCI Group and LCI Group	67
Table 4.21 Correlation between CI Scores and Memory (N=59)	68
Table 4.22 Correlation between CI Scores and Memory for HCI Group (n=30)	68
Table 4.23 Correlation between CI Scores and Memory for LCI Group (n=29)	68
Table 4.24 Memory Differences between HCI Group and LCI Group	69
Table 4.25 Correlation between CI Scores and Attitudes toward Needs for Being an Interpreter (N=59)	70
Table 4.26 Correlation between CI Scores and Attitudes toward Needs for Being an Interpreter for HCI Group (n=30)	71
Table 4.27 Correlation between CI Scores and Attitudes toward Needs for Being an Interpreter for LCI Group (n=29)	71
Table 4.28 Needs Differences between HCI Group and LCI Group	72
Table 4.29 Percentages for Teaching and Learning	73
Table 4.30 Teaching & Learning Differences between HCI Group and LCI Group	74
Table 4.31 Frequencies of Factors Mentioned in Interviews of HCI Group	76
Table 4.32 Examples of Feedbacks from Interviews of HCI Groups	77
Table 4.33 Frequencies of Factors Mentioned in Interviews of LCI Group	78
Table 4.34 Examples of Feedbacks from Interviews of LCI Groups	79

LIST OF FIGURES

Figure 2.1  Sociolinguistic Model of the Interpretation Process by Cokely (1992)	17
Figure 2.2 Interpreting Triangular Model (Seleskovitch & Lederer’s, 1984)	19
Figure 2.3 Revised Interpreting Triangular Model (as cited in Liu, 2012)	19
Figure 2.4 The Pyramid Scheme (Kuo, 2010)	21
Figure 2.5 Ripple Theory (Kuo, 2010)	21
Figure 2.6  Pyramid Theory by Kuo (2010)	22
Figure 2.7 The Formula of Interpreting by Kuo (2010)	23

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