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研究生：	洪筱雯
論文名稱：	口譯訓練對同步口譯表現之影響 The Influence of Interpretation Training on Simultaneous Interpretation Performance
指導教授：	李櫻 Li, Ing
學位類別：	碩士 Master
系所名稱：	翻譯研究所 Graduate Institute of Translation and Interpretation
論文出版年：	2002
畢業學年度：	90
語文別：	中文
中文關鍵詞：	口譯訓練、同步口譯
論文種類：	學術論文
相關次數：	點閱：279 下載：63
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本研究旨在探討口譯訓練的成效, 藉由兩組譯者: 10位受過兩年口譯訓練且通過專業考的學生與10位即將接受口譯訓練的新生, 針對同一篇講稿所做的口譯表現加以評估, 研究其完整度, 準確度, 忠實度和流暢度是否存在明顯的差異。重要研究發現如下: (1) 受過訓練的譯者所呈現的譯文較為完整, 同時也較為準確和忠實; 流暢度更是存在明顯的差異。(2) 組內的個別差異往往比兩組之間的差異來得大。(3) 就遺漏的訊息與口譯的錯誤內容加以分析, 兩組譯者呈現高度相似性。根據研究結果, 口譯訓練對於譯文的完整度, 準確度, 和忠實度只有些許的影響, 但對於譯者的流暢度則有極大的助益。

This study evaluates the influence of SI training based on the corpus data collected from the speech production by trained and untrained interpreters. The assessment includes not only the content-based criteria, i.e. completeness, accuracy and fidelity, but also speech delivery. Quantitative and qualitative analysis are both attempted to disclose a better picture of the truth. The major findings of this study are: (1) Trained interpreters showed only a marginal advantage over untrained interpreters in terms of completeness and accuracy. In fluency, however, a noticeable gap is found between trained and untrained interpreters as the subjects with interpretation training tend to deliver their interpretations much more smoothly without excessive disruptions. (2) Variance within the same group, however, is much greater than difference between groups, especially for untrained interpreters. (3) A striking similarity is observed between groups in omission types, error types and types of speech disruptions. According to the research findings in this study, the effect of interpretation training is not strong in completeness or accuracy but in fluency.

Acknowledgements……………………………….……………………………………i
Abstracts………………………………………………………………………………ii
Table of Contents…………………………………………………………………..…iii
List of Tables ..……………………………………………………………………….vi
List of Figures……………………………………………………………..vii

CHAPTER 1   INTRODUCTION	1
1 Background of the Study	1
2 Purpose of the Study	4
3 Organization of the Study	5

CHAPTER 2   LIERATURE REVIEW	7
1 Previous Research on SI Training	7
2 Mike Dillinger’s SI Study	9
2.1. Subjects and Materials	9
2.2 Evaluation Method	10
2.3 Assessment Criteria	12
2.3.1 Syntactic Processing	12
2.3.2 Proposition Generating	13
2.3.3 Frame Processing	14
2.3.4 Text Structure	16
2.4 Research Findings	17
3 Assessment of Dillinger’s Research	18
4 Barik’s SI Research	20
4.1 Subjects and Materials	20
4.2 Assessment Criteria and Evaluation Method	21
4.2.1 Omissions	21
4.2.2 Additions	22
4.2.3 Substitutions and Errors	23
4.3 Research Findings	23
5 Assessment of Barik’s research	27



CHAPTER 3   METHODOLOGY	31
1 Nature of the Study	31
2 Assumptions	32
2.1 SI Training	33
2.2 Language Proficiency	34
2.3 Knowledge of the Subject Matter	35
3 Research Design	36
3.1 Scope of Research	36
3.2 Subjects	37
3.3 The Speech Text	39
3.4 Procedure	41
4. Assessment	42
4.1. Assessment Criteria	44
4.2 Assessment Method	45
4.2.1 Completeness	46
4.2.2 Accuracy	49
4.2.3 Fidelity	52
4.2.4 Fluency	52
5 Research Limitations	53
5.1 Deviations from Standard Interpreting Practice	53
5.2 Exclusion of SI Users as Evaluators	54
5.3 Lack of a Comprehensive Set of Parameters	55
5.4 Lack of Long-Term Observation	56

CHAPTER 4   RESEARCH FINDINGS	57
1 Comparison of Speech Production in Terms of Completeness	57
1.1 Comparison of Completeness	58
1.1.1 Between Groups	58
1.1.2 Between Interpreters	59
1. 2 Comparison of Completeness Types	60
1.3 Comparison of Omission Types	61
1.4 Content Analysis of Omissions	66
2 Comparison of Speech Production in Terms of Accuracy	75
2.1 Comparison of Accuracy	76
2.1.1 Between Groups	76
2.1.2 Between Interpreters	76
2.2 Comparison of Error Types	77
2.3 Content Analysis of Errors	78
3 Comparison of Speech Production in Terms of Fidelity	84
3.1 Between Groups	84
3.2 Between Interpreters	85
4 Comparison of Speech Production in Terms of Fluency	86
4.1 Comparison of Fluency	86
4.1.1 Between Groups	86
4.1.2 Between Interpreters	87
4.2 Types of Speech Disruptions	88
5 Discussion	92
5.1 Interaction between Completeness and Accuracy	92
5.2 Interaction between Fluency and Completeness	93
5.3 Interaction between Fluency and Accuracy	94
6 Summary	95

CHAPTER 5   CONCLUSION	97
1 Major Findings	97
2 Implications	100
3 Limitations and Suggestions for Further Studies	102

REFERENCES	104
Appendix I   Speech Text	109
Appendix II   Samples	112
Appendix III.  Evaluation Sheets	153

















List of Tables


Table 3.1 Subject Interpreters’ TOFEL Scores	35
Table 4.1 Completeness Rate for Each Individual Interpreter	59
Table 4.2 Distribution of Renderings in Regard to Completeness	60
Table 4.3 Distribution of Omission Content Types	71
Table 4.4 Accuracy Rate for Each Individual Interpreter	77
Table 4.5 Comparison of Inaccurate Renderings	77
Table 4.6 Fidelity Rate for Each Individual Interpreter	85
Table 4.7 Number of Speech Disruptions for Each Individual Interpreter	88
Table 4.8 Completeness and Accuracy Rates	92
Table 4.9 Completeness and Fluency Rates	94
Table 4.10 Accuracy and Fluency Rates	95



List of Figures

Figure 4.1 Omission Rate of Content Types	72
Figure 4.2 Frequency of Error Categories	84
Figure 4.3 Number of Speech Disruptions	87
Figure 4.4 Comparison of Disruption Types Between Groups	88
                                

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