簡易檢索 / 詳目顯示

回結果列表
研究生： 詹柏勻
Chan, Po-Yun
論文名稱： 口譯學生的詞彙表調查
The Student Interpreter's Glossary: A Survey
指導教授： 汝明麗
Ju, Ming-Li
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： 2015
畢業學年度： 103
語文別： 英文
論文頁數： 229
中文關鍵詞： 詞彙表 、口譯教學 、口譯準備工作 、專技發展
英文關鍵詞： glossary, interpreter training, conference preparation, expertise development
論文種類： 學術論文
相關次數： 點閱：251  下載：72 
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報

    • 詞彙表（glossary）為口譯員準備口譯工作之重要環節，Jiang（2013）針對476位AIIC（國際會議口譯員協會）口譯員進行調查，結果顯示高達近70%的受試者會為多數或所有會議製作詞彙表，其重要性自是不言而喻。本研究旨在延續Jiang的詞彙表研究，並將重點置於口譯學生的詞彙表製作與運用，試圖剖析詞彙表對於學生專業發展與學習上的意義，藉此增進口譯研究領域中對詞彙表的瞭解。本研究採問卷調查法，問卷係由Jiang所用之問卷修訂而成，包含五大面向：詞彙表的基本認知、樣式、內容、用法、成效，受試者為110名臺灣七所翻譯研究所口譯碩士生，其中20名進一步接受半結構式個別訪談。由統計與訪談結果可得知學生製作詞彙表的趨勢，亦反映學生與專家製作與運用詞彙表的潛在差異。本研究最後探討詞彙表對於口譯學生專技發展（expertise development）所扮演的角色，期望突顯詞彙表對口譯教學的重要性，供口譯教學者參考。

    The interpreter’s glossary is considered an indispensable element in the preparation for interpreting assignments. Nearly 70% of the AIIC (International Association of Conference Interpreters) interpreters surveyed by Jiang (2013) would build a glossary for most or all meetings. While existing research has addressed the use of glossary in the professional interpreting community, little is known about how interpreting trainees use their glossaries en route to professional careers. This study, as a follow-up to Jiang (2013)’s survey study on professional interpreters, attempted to bring the student interpreter’s glossary to light and ascertain students’ glossary-related practice by means of a questionnaire survey and a semi-structured interview. The questionnaire used in the study was adapted from Jiang’s and covered five areas concerning students’ glossary practice: general understanding, format, content, use, and efficacy. The survey participants included 110 master’s students of Chinese-English interpreting at all seven graduate institutes and programs in translation and interpretation in Taiwan; 20 of them were interviewed. The results revealed trends in the subjects’ general practice in relation to the glossary and highlighted potential differences between students’ and professionals’ glossary. The findings of this study may yield insight into how the glossary works for aspiring interpreters in expertise development and provide pedagogical implications for interpreter training.

    Abstract i 摘要 ii Table of Contents iii List of Tables vii List of Figures ix Chapter 1 Introduction 1 1.1 Background of the Study 1 1.2 Purpose of Research and Research Questions 4 Chapter 2 Literature Review 6 2.1 The Glossary: Definitions 6 2.2 Glossary for Different Purposes 9 2.2.1 Glossary in foreign language learning 9 2.2.2 Glossary in the interpreting profession 16 2.2.2.1 General concepts 16 2.2.2.2 Glossary for acquiring specialized knowledge and correct use of terminology 17 2.2.2.3 The role of the glossary in assignment preparation 19 2.2.3 Potential differences between professionals’ and students’ glossary 26 2.3 Glossary in Interpreter Training 27 2.3.1 The classroom as a bridging environment to the real world 27 2.4 Glossary in the Framework of Expertise Development 30 2.4.1 Expertise and its acquisition 31 2.4.2 Novice and expert performance 34 2.4.3. Glossary in relation to the three cornerstones of interpreting competence 36 2.4.3.1 Language: domain-specific terms and expressions 37 2.4.3.2 Knowledge buildup 39 2.4.3.3 Skills: flexible, automated language transfer 40 2.5 Review of Jiang’s Questionnaire (2013) 42 2.6 Research Questions 44 Chapter 3 Research Methodology 46 3.1 Research Design 46 3.2 Subjects and Survey Methods 46 3.3 Research Instrument 48 3.3.1 The questionnaire 48 3.3.1.1 The design 48 3.3.1.2 Survey data collection and analysis 51 3.3.1.3 Survey data analysis 53 3.3.1.4 Validity and reliability of the survey 53 3.3.2 The semi-structured interview 54 3.3.2.1 Sampling method of the interview participants 54 3.3.2.2. Design of the interview guideline 57 3.3.2.3. Interview data collection and analysis 58 Chapter 4 Results 60 4.1 Basic Information 60 4.2 Part One: General Understanding of the Glossary 63 4.3 Part Two: Format of the Glossary 87 4.4 Part Three: Content of the Glossary 98 4.5 Part Four: Use of the Glossary 111 4.6 Part Five: Efficacy of the Glossary 134 Chapter 5 Discussions 146 5.1 Discussion on the Questionnaire and Interview results 146 5.1.1 General understanding of the glossary 146 5.1.2 Format of the glossary 151 5.1.3 Content of the glossary 153 5.1.4 Use of the glossary 155 5.1.5 Efficacy of the glossary 159 5.2 Comparison of the Present Study’s Findings with Jiang’s 161 5.2.1 Glossary-building frequency 161 5.2.2 Glossary medium 161 5.2.3 Glossary content 162 5.2.4 Glossary reuse 162 5.2.5 The role of teamwork 163 5.2.6 The role of expert consultation 163 5.2.7 The job-specific nature of the glossary 164 5.2.8 Issues pertaining to expertise development 165 5.3 Pedagogical Implications 167 5.3.1 The instructor and glossary building 167 5.3.2 Glossary building and conference/class preparation 169 5.3.3 Glossaries not for a specific interpreting class 172 5.3.4 Glossary and the three cornerstones of interpreting competence 173 Chapter 6 Conclusions 175 6.1 Conclusion 175 6.2 Limitations of the Study 183 6.3 Recommendations for Future Research 184 References 188 Appendix 195 Appendix 1: Questionnaire revision rationale 195 Appendix 2: List of experts 203 Appendix 3: Expert feedback chart 204 Appendix 4: Pilot opinion chart 209 Appendix 5: Finalized questionnaire 211 Appendix 6: Instruction read to subjects 221 Appendix 7: Form of consent 223 Appendix 8: Instruction for online subjects 224 Appendix 9: Form of consent for online subjects 225 Appendix 10: Interview guideline 226

    AIIC. (2004). Practical guide for professional conference interpreters. 2.2 Glossary preparation. Retrieved Sep 14, 2013, from http://www.aiic.net/page/628#22
    Al-Qinai, J. (2010). Training tools for translators and interpreters. Journal of Pan-Pacific Association of Applied Linguistics, 14(2), 121-139.
    August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research & Practice 20 (1), 50–57.
    Bale, R. (2013). Undergraduate Consecutive Interpreting and lexical knowledge. The Interpreter and Translator Journal 7 (1), 27-50.
    Beck, I. L., McKeown, M. G., & McCaslin, E. S. (1983). Vocabulary development: All contexts are not created equal. The Elementary School Journal 83 (3), 177–181.
    Brisau, A., Godijns, R., & Meuleman, C. (1994). Towards a psycholinguistic profile of the interpreter. Meta 34 (1), 87–94.
    Brown, J. D. (1988). Understanding Research in Second Language Learning. Cambridge, U.K.: Cambridge University Press.
    Bulmer, M. & Warwick, D. (Ed.). (1983). Social Research in Developing Countries: Surveys and Censuses in the Third World. New York: John Wiley & Sons Limited.
    Cabre Castellvi, M. T. (1999). Terminology: Theory, methods and applications,
    Juan C. Sager (Ed.) and Janet Ann DeCesaris (Trans.). Amsterdam: John Benjamins.
    Cambridge Academic Content Dictionary. (2014). Retrieved February 11, 2014, from http://dictionary.cambridge.org/dictionary/american-english/glossary
    Cheung, A. K. (2001). Code-mixing and simultaneous interpretation training. The Interpreters’ Newsletter 11, 57–62.
    Christoffels, I. K., de Groot, A. M. B., & Kroll, J. F. (2006). Memory and language skills in simultaneous interpreters: The role of expertise and language proficiency. Journal of memory and Language 54, 324–345.
    Christoffels, I. K., de Groot, A. M. B., & Waldrop L. J. (2003). Basic skills in a complex task: A graphical model relating memory and lexical retrieval to simultaneous interpreting. Bilingualism: Language and Cognition 6(3), 201–211.
    Collins English Dictionary. (2014). Retrieved February 11, 2014, from http://dictionary.cambridge.org/dictionary/american-english/glossary
    Crow, J.T. & Quigley, J.R. (1985). A semantic field approach to passive vocabulary acquisition for read¬ing comprehension. TESOL Quarterly 19(3), 497–513.
    Dawrant, A. (2000). Using the web for conference preparation. Communicate! [Online] June 2000. Retrieved from http://www.aiic.net/ViewPage.cfm/page223
    Dictionary.com. (2014). Retrieved February 11, 2014, from http://dictionary.reference.com/browse/glossary?s=t
    Ericsson, K. A. (1996). The acquisition of expert performance: An introduction to some of the issues. In K. A. Ericsson (Ed.), The Road to Excellence: The Acquisition of Expert Performance in the Arts and Sciences, Sports, and Games (pp. 1-50). Mahwah, New Jersey: Lawrence Erlbaum Associates.
    Ericsson, K. A. (2000). Expertise in interpreting: An expert-performance perspective. Interpreting 5 (2), 187–220.
    Ericsson, K. A. & A. C. Lehmann. (1996). Expert and exceptional performance: Evidence of maximal adaptation to task constraints. Annual Review of Psychology, 47, 273–305.
    Fan, D. (2012). Interpreters’ View on the Necessary Aptitudes of Interpreters. Compilation and Translation Review 5(2), 117-151.
    Farghal M., & Shakir A. (1994). Targeting Lexicon in Interpreting. Perspectives: Studies in Translatology 1, 29-40.
    Fleming, M. F. (2009). Do your glossaries Excel? Communicate! [Online] Fall 2009. Retrieved from http://www.aiic.net/ViewPage.cfm/page3315
    Frazer, S. (2007). Providing ESP learners with the vocabulary they need: Corpora and the creation of specialized word lists. Hiroshima Studies in Language and Language Education 10, 127–145.
    Garzone, G. (2006). Perspectives on ESP and Popularization. Milano: CUEM.
    Gerver, D., Longly, P. E., Long, J., & Lambert, S. (1989). Selection tests for trainee conference interpreters. Meta 34 (4), 724–735.
    Gile, D. (1995). Basic concepts and models for interpreter and translator training. Amsterdam: John Benjamins.
    Gile, D. (2002). The interpreter’s preparation for technical conferences: Methodological questions in investigating the topic. Conference Interpretation and Translation 4(2), 7–27.
    Gile, D. (2009). Basic concepts and models for interpreter and translator training (Rev. ed.). Amsterdam: John Benjamins.
    Griffin, G. & Harley, T.A. (1996). List learning of second language vocabulary. Applied Psycholinguistics 17(4), 443–460.
    Gu, Y. & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning 46 (4), 643-679.
    Higa, M. (1963). Interference effects of intralist word relationships in verbal learning. Journal of Verbal Learning and Verbal Behavior 2, 170–75.
    Hoshino, Y. (2010). The categorical facilitation effects on L2 vocabulary learning in a classroom setting. RELC Journal 41 (3), 301–312.
    Jiang, H. (2013). The interpreter’s glossary in simultaneous interpreting. Interpreting 15:1, 74-93.
    Jurko P. (2009). Medical interpreter: the quest for words. Spürst Du, wie der Bauch rauf-runter? Fachdolmetschen im Gesundheitsbereich, 97–113.
    Kurz I. (2001). Conference interpreting: Quality in the Ears of the User. Meta: journal des traducteurs | Meta: Translators’ Journal 46 (2), 394-409.
    Lambert, S. (1991). Aptitude testing for simultaneous interpretation at the University of Ottawa. Meta 36 (4), 586–594.
    Liu, M. (2009). How do experts interpret? Implications from research in Interpreting Studies and cognitive science. In Hansen, Gyde, Andrew Chesterman & Heidrun Gerzymisch-Arbogast (Ed.), Efforts and Models in Interpreting and Translation Research. Amsterdam/Philadelphia: John Benjmains.159-177.
    Liu, M., Schallert, D. L., & Carroll, P. J. (2004). Working memory and expertise in simultaneous interpreting. Interpreting 6 (1), 19–42.
    Longman Dictionary of Contemporary English. (2014). Retrieved February 11, 2014, from http://www.ldoceonline.com/dictionary/glossary
    Luccarelli, L. (2006). Conference preparations: What it is and how it could be taught. Conference Interpretation and Translation 8 (1), 3–26.
    Luccarelli, L. (2013). Tips on helping interpreters prepare for your meeting. Retrieved from http://aiic.net/p/6533
    Mohammadi M. (2013). Meeting translators’ terminological needs. Proceedings of the 4th Ottawa Student Colloquium on Terminology, Lexicography and Technologies. University of Ottawa, 3rd April, 2013.
    Moser-Mercer, B. (1985). Screening potential interpreters. Meta 30 (1), 97–100.
    Moser-Mercer, B. (1992). Banking on terminology — conference interpreters in the electronic age. Meta 37 (3), 507–522.
    Moser-Mercer, B. (1997). The expert-novice paradigm in interpreting research. In E. Fleischmann, W. Kutz & P. A. Schmitt (Eds.), Translationsdidaktik: Grundfragen der Übersetzungswissenschaft (pp. 251-261). Tübingen: Gunter Narr.
    Moser-Mercer, B., Frauenfelder, U. H., Casado, B, & Künzli, A. (2000). Searching to define expertise in interpreting. In B. E. Dimitrova & K. Hyltenstam (Eds.), Language Processing and Simultaneous Interpreting: Interdisciplinary Perspectives (pp. 107-131). Amsterdam: John Benjamins Publishing Co.
    Newton, J. (2001). Options for vocabulary learning through communication tasks. ELT Journal 55 (1), 30–37.
    Nunan, D. (2007). Research Methods in Language Learning. New York: Cambridge University Press.
    Online Etymology Dictionary. (2014). Retrieved February 11, 2014, from http://www.etymonline.com/index.php?term=glossary&allowed_in_frame=0
    Oxford Advanced Learner’s Dictionary. (2014). Retrieved February 11, 2014, from
    http://www.oxfordlearnersdictionaries.com/definition/english/glossary?q=glossary
    Oxford English Dictionary. (2014). Retrieved February 11, 2014, from http://www.oed.com/view/Entry/79143?rskey=H6ChtF&result=1#eid
    PACTE (2008). First results of a translation competence experiment: Knowledge of translation and efficacy of the translation process. In J. Kearns (Ed.), Translator and interpreter training: Issues, methods and debates (pp. 104-126). London: Continuum International Publishing Group.
    Pignataro, C. (2012). Terminology and Interpreting in LSP Conferences: A Computer-aided vs. Empirical-based Approach. In C. J. K. Bidoli (Ed.), Interpreting across genres: Multiple research perspectives (pp. 125-140). Trieste: EUT Edizioni Universita di Trieste.
    Pöchhacker, F. (2004). Introducing interpreting studies. London: Routledge.
    Riccardi, A. (2005). On the evolution of interpreting strategies in simultaneous interpreting. Meta 50 (2), 753–767.
    Rodríguez N. & Schnell B. (2009). A look at terminology adapted to the requirements of interpretation. Language Update 6 (1), 21-27.
    Rutten, A. (2003). Computer-based information management for conference interpreters or how will I make my computer act like an infallible information butler? In Translating and the computer 25. London: Aslib.
    Sager, J. C. (1990). A practical course in terminology processing. Amsterdam/Philadelphia: John Benjamins.
    Sanaoui, R. (1995). Adult learners’ approaches to learning vocabulary in second languages. The Modern Langauge Journal, 79 (1), 15-28.
    Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College Press.
    Setton, R. (1999). Simultaneous interpretation: A cognitive-pragmatic analysis. Amsterdam: John Benjamins.
    Shih, C.Y. (2006). Revision from translators’ point of view. Target 18:2, 295-312.
    Skaaden, H. Lexical knowledge and interpreter aptitude. International Journal of Applied Linguistics 9 (1), 77-97.
    Statistics Canada. (2003). Survey methods and practices. Ottawa: Statistics Canada.
    Taylor, C. (1993). Vocabulary acquisition for student interpreters: Recommendations on the judicious reading of newspapers. The Interpreters’ Newsletter 5, 72-76.
    Tinkham, T. (1993). The effect of semantic clustering on the learning of second language vocabulary. System 21 (3), 371-380.
    Tinkham, T. (1997). The effects of semantic and thematic clustering on the learning of second language vocabulary. Second Language Research, 13(2), 138–163.
    Waring, R. (1997). The negative effects of learning words in semantic sets: a replication. System 25(2), 261–74.
    Will, M. (2007). Terminology work for simultaneous interpreters in LSP conferences: Model and method. MuTra 2007 — LSP translation scenarios: Conference proceedings, EU-High- Level Scientific Conference Series. [Online] Retreived from http://www.euroconferences.info/proceedings/2007_Proceedings/2007_proceedings.html

    下載圖示
    QR CODE