系統識別號 | U0002-0908201723112800 |
---|---|
DOI | 10.6846/TKU.2017.00321 |
論文名稱(中文) | 影響英翻中逐步口譯流暢度之因素探討:從初學者的觀點 |
論文名稱(英文) | Investigating Novice Learners’ Perception towards the Factors of Consecutive Interpretation |
第三語言論文名稱 | |
校院名稱 | 淡江大學 |
系所名稱(中文) | 英文學系博士班 |
系所名稱(英文) | Department of English |
外國學位學校名稱 | |
外國學位學院名稱 | |
外國學位研究所名稱 | |
學年度 | 105 |
學期 | 2 |
出版年 | 106 |
研究生(中文) | 吳蕙安 |
研究生(英文) | Hui-An Wu |
學號 | 896110219 |
學位類別 | 博士 |
語言別 | 英文 |
第二語言別 | 繁體中文 |
口試日期 | 2017-06-23 |
論文頁數 | 205頁 |
口試委員 |
指導教授
-
黃永裕(yyhuang@mail.tku.edu.tw)
指導教授 - 潘怡靜(holiday@mail.nptu.edu.tw) 委員 - 石儒居(vincent@npust.edu.tw) 委員 - 林怡弟(ytlin@mail.tku.edu.tw) 委員 - 陳佩筠(jill@mail.tku.edu.tw) 委員 - 高煥麗(stellakao@mail.cjcu.edu.tw) |
關鍵字(中) |
中文能力 逐步口譯 聽力 記憶力 動機 筆記技巧 單字 |
關鍵字(英) |
Chinese proficiency consecutive interpretation listening comprehension memory motivation note-taking skills vocabulary |
第三語言關鍵字 | |
學科別分類 | |
中文摘要 |
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。 |
英文摘要 |
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. |
第三語言摘要 | |
論文目次 |
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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