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研究生：	吳茵茵 Wu, Yin-Yin
論文名稱：	以中進英口譯策略訓練提升台灣大學生英語口語能力之探討 A Study of Chinese-to-English Interpreting Strategy Training on Taiwan College-level EFL Learners’ English Oral Proficiency
指導教授：	廖柏森 Liao, Po-Sen
學位類別：	博士 Doctor
系所名稱：	翻譯研究所 Graduate Institute of Translation and Interpretation
論文出版年：	2017
畢業學年度：	105
語文別：	英文
論文頁數：	308
中文關鍵詞：	中進英口譯、口譯策略教學、英語口語教材教法
英文關鍵詞：	Chinese-to-English interpreting, interpreting strategy instruction, pedagogy and teaching materials for English oral training
DOI URL：	https://doi.org/10.6345/NTNU202203487
論文種類：	學術論文
相關次數：	點閱：262 下載：72
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口譯的本質在於溝通，英語教學的近年主流「溝通式教學觀」也強調培養學生的溝通能力。口譯員在認知限制、時間壓力及口譯規範等制約之下，採用策略解決問題、預防問題及提升溝通效果，箇中訣竅或許值得英語學習者借鏡。
本研究有兩個主要目的。一是從教學的角度爬梳口譯策略文獻，整理出適用於大學部英語課堂中教授的口譯策略，並搭配第二語言學習理論，設計策略教學之教材與流程。二是檢視這些口譯策略是否能成功應用於學習者的英語口語輸出，幫助他們在表達心中思想時更為靈活變通、條理分明而提升口語能力。
本研究採前、後測準實驗設計與質性訪談和資料收集，以臺灣北部某大學67位中高程度之非英語系大一學生為研究對象，分為實驗組43人及控制組24人。實驗組接受三個月的中進英口譯策略訓練，包含策略教學、六步驟口語訓練，以及口語作業三大面向。控制組未接受口譯策略教學，但接受相同或對等的口語訓練及口語作業。
針對第一個研究目的，為了便於學生記憶與應用，口譯策略以四大原則歸納。原則一、「靈活變通」：包含「往上搜詞」、「橫向搜詞」、「解釋」、「換句話說」四大策略。原則二、「分段處理」：包含「斷句」、「順譯」、「簡單句」。原則三、「條理分明」：分為「重整思路」與「加銜接詞」。原則四、「簡潔扼要」：分為「去蕪」與「存菁」。策略教學以真實口譯語料為實例，透過回譯練習、小組討論、反思清單及口語作業等來啟動認知、後設認知及社會情意的學習機制。問卷資料顯示，口譯策略對於英語口說的幫助，以及學生對於回譯活動的喜愛，皆達中高的程度。
針對第二個研究目的，資料分析以量性方法為輔、質性方法為主以檢驗教學成效。量性方面，兩組前、後測的英語口試成績分為總分與細項進行組間與組內比較。組間比較顯示，口譯策略訓練顯著提升實驗組在描述/記敘題型的流利度。組內比較方面，控制組有顯著進步的項目為整體辭彙變換、整體精確度，以及描述/記敘題型的精確度。實驗組顯著進步的項目遠多於控制組，除了整體精確度之外，還包含總分、整體流利度、整體連貫性、一般談話的流利度、申論題總分、申論題的連貫性及精確度，以及低成就者的總分。實驗組組內顯著進步的項目與口譯策略訓練有相關性。
質性資料則是針對九位實驗組參與者後測及自我口譯作業的逐字聽打稿、課堂討論的逐字聽打稿、事後回想訪談、個別訪談、焦點訪談及反思清單進行分析，以便瞭解學習者策略使用的情況及心路歷程。訪談及反思資料顯示，三大原因限制口譯策略在英語口說上的廣泛應用：個人使用策略的本能、腦中思緒的不定性，以及中文出現於腦中的情況與程度。然而，參與者也認為口譯策略訓練提升靈活變通的能力、加快策略應用的速度、讓他們更為聽者著想，而回譯練習讓他們更意識到自身的盲點，進而更留意母語人士的表達方式。
本研究試圖在口譯與英語口語教學研究上搭起另一座橋樑。研究結果顯示中進英口譯策略訓練有助於提升部分面向的英語口說能力，也頗受學習者的歡迎，為英語課堂增加趣味、挑戰及多元性。本研究整理的口譯策略及設計的教學流程也能應用於大學部口譯課程，以提升學生語言靈活度及溝通效果。研究生則可根據自身需求及弱點進一步延伸本研究的口譯策略分類，將之個人化。

Communication is the nature of interpreting. The recent trend of communicative approach to language teaching also emphasizes the cultivation of learners’ communicative competence. Conditioned by cognitive and temporal constraints and interpreting norms, interpreters adopt strategies to solve and prevent problems, and to enhance communicative effectiveness. Interpreters’ resourcefulness and efficiency in achieving communicative goals is what language learners can learn from.
This study had two main purposes. 1) To assess the pedagogical values of interpreting strategies identified in empirical studies, select those suitable for an undergraduate English class, and develop materials and procedures for strategy instruction based on theories in second language acquisition. 2) To examine if these interpreting strategies could be successfully applied to English learners’ oral output, and if the training could lead to proficiency gains by enhancing learners’ flexibility and clarity in dealing with ideas in mind.
A quasi-experimental pretest-posttest design and methods of qualitative data collection were employed. The 67 participants of this study were high-intermediate to advanced level non-English major freshmen in a university in northern Taiwan. The experimental group (EG) had 43 participants, while the control group (CG) had 24. The EG received a three-month Chinese-to-English interpreting strategy training incorporated into a regular English class. The training consisted of strategy instruction, six-step oral training, and speaking assignments. On the other hand, the CG received no strategy instruction, but the steps of oral training and speaking assignments were the same or comparable.
With regard to the first purpose of the present study, interpreting strategies were streamlined with four catchy principles for easier application. PRINCIPLE 1. BE FLEXIBLE included use a more general term, use a similar term, explain, and paraphrase. PRINCIPLE 2. ONE CHUNK AT A TIME involved chunk the source text, preserve linearity, and produce short, simple, direct, and self-contained sentences in the target language. PRINCIPLE 3. BE CLEAR contained (re)structure messages from main idea to supporting details or from general to specific, as well as add cohesive words to explicate the logical relationships between ideas. PRINCIPLE 4. BE CONCISE involved omit redundant, secondary, superfluous, or repetitive parts of speech, and select important messages. Demonstrated with authentic examples from interpreting corpuses, strategy instruction activated cognitive, metacognitive, and social affective aspects of learning with back-interpreting practice, small group discussions, post-task reflection worksheets, and speaking assignments. Questionnaire data suggested that the usefulness of interpreting strategies to English speaking and the participants’ liking of back-interpreting activities were both perceived to be moderately high.
With regard to the second purpose of this study, the effectiveness of interpreting strategy training was examined using quantitative and qualitative methods. In terms of quantitative analysis, between-group and within-group comparisons were conducted on the total scores and detailed aspects of the pretest and posttest. Between-group comparisons showed that interpreting strategy training led to the EG’s significant improvement in fluency in the descriptive/narrative task type. Within-group comparisons showed that the EG saw far more extensive improvements than the CG. The CG had significant improvement in the overall lexical resource, overall accuracy, and accuracy in the descriptive/narrative task type. In addition to overall accuracy, the EG also saw significant improvement in total scores, overall fluency, overall coherence, fluency in conversational task type, the total scores of argumentative task type, coherence and accuracy in argumentative task type, and the total scores of those with lower oral proficiency. The EG’s significant within-group improvements might have something to do with interpreting strategy training.
To understand the learners’ strategy use and their perceptions of strategy application, qualitative data were analyzed, including transcriptions of nine EG participants’ posttest and self-interpreting assignments, of in-class discussions, comments made in stimulated retrospective interviews, individual interviews, and focus group interviews, as well as written reflections on worksheets. Three major causes were found to limit the application of interpreting strategies to English speaking: one’s natural tendency of strategy use, the elusive nature of thoughts, and the context and extent of Chinese appearing in one’s mind when speaking English. However, the participants also expressed that the training enhanced their resourcefulness, accelerated the application of strategies, and induced an interlocutor-oriented mindset. In addition, the realization of one’s language deficiency through back-interpreting practice more effectively raised their awareness to native speakers’ language use.
This study is another attempt to examine the actual benefits that interpreting training might bring to college-level EFL learners, and the participants’ perceptions and oral proficiency gains both showed that interpreting training could be a welcome addition to a conventional English class for fun, diversity, and challenge. Furthermore, the interpreting strategies streamlined for pedagogical purposes and the instructional procedures developed in this study may be used in undergraduate interpreting courses for enhancing students’ resourcefulness and communicative effectiveness. Graduate-level students can also personalize and expand the strategy typology based on their needs and weaknesses.

Abstract (Chinese) i
Abstract (English) iii
Acknowledgements vi
List of Tables xi
List of Figures xiii

Chapter 1: Introduction 1
Motivation 1
Theoretical Background 2
Research Purpose and Research Questions 6
Value of Research 8

Chapter 2: Literature Review 9
Translation and Interpreting in the Language Classroom 10
Interpreting for Enhancement of L2 Oral Proficiency 12
Interpreting Strategies 18
Rationale for interpreting strategy instruction 18
What interpreting strategies to teach? 23
Categorizations of interpreting strategies 23
Directionality, language pairs, and norms 25
Pedagogical values of interpreting strategies 28
How to teach interpreting strategies? 30
The teaching of L2 speaking 30
The teaching of strategies 33
Chapter Summary 35

Chapter 3: Development of Teaching Materials 37
The Making of Teaching Materials for Both Groups 37
The Production of Materials for Interpreting Strategy Instruction 39
Selection of interpreting strategies for instruction 39
Principle 1. Be flexible 43
Principle 2. One chunk at a time 48
Principle 3. Be clear 52
Principle 4. Be concise 54
Authentic examples for strategy demonstrations and exercises 62
The Production of Materials for Back-interpreting Practice 64
Chapter Summary 69

Chapter 4: Research Methods 71
Participants 71
Experimental Design 73
Test Materials for the Pretest and Posttest 79
Pilot-testing of the speaking test materials 80
Teaching Procedures of Interpreting Strategy Training 82
Pilot of interpreting strategy training 82
Procedure of interpreting strategy instruction for the current study 86
Procedures of oral training for both groups in the current study 91
Speaking assignments 100
The CALLA model and instructional focus in the interpreting strategy training 104
Data Analysis 107
Collection and analysis of quantitative data 107
Rating of the pretest and posttest 108
Trial rating 111
Analysis of oral proficiency scores 112
Analysis of questionnaires 112
Collection and analysis of qualitative data 113
Analysis of strategy use 113
Analysis of the learners’ reflections and perceptions 114
Chapter Summary 116

Chapter 5: Research Results 119
The Participants’ Proficiency Gains 119
Interrater reliability 119
Equivalent forms reliability 120
Comparison of the two groups’ total scores 120
Comparison of the detailed aspects of proficiency tests 121
Comparison of the higher and lower subgroups’ total scores 127
The Learners’ Use and Perceptions of Strategies 130
The use of strategies under PRINCIPLE 1. BE FLEXIBLE 131
Strategies 1-1 & 1-2. Use a more general term or a similar term 132
Strategy 1-3. Explain 136
Strategy 1-4. Paraphrase 138
Sub-strategy 1-4-1. Paraphrase from the opposite angle 140
Sub-strategy 1-4-2. Use plain but clear English 143
The use of strategies under PRINCIPLE 2. ONE CHUNK AT A TIME 149
Application 2-1a. Break down complicated thoughts into smaller chunks 150
Application 2-1b. Deal with one chunk of thoughts at a time 151
Application 2-2. Follow the flow of my thoughts 152
Application 2-3a. Use several short & simple sentences to express my ideas 154
Application 2-3b. Finish my current sentence before I start another one 158
The use of strategies under PRINCIPLE 3. BE CLEAR 166
Strategy 3-1. (Re)structure messages from main idea to supporting details or from general to specific 167
Strategy 3-2. Add cohesive words to explicate the logical relationships between ideas 175
The use of strategies under PRINCIPLE 4. BE CONCISE 180
Strategy 4-1. Omit redundant, secondary, superfluous, or repetitive parts of speech 181
Strategy 4-2. Select important messages 184
The Learners’ Perceptions of the C-to-E Interpreting Strategy Training 187
The perceived usefulness of interpreting strategy instruction 187
The perceived usefulness of the interpreting principles and strategies 193
The learners’ perceptions of the back-interpreting practice 197
The pros and cons of the two back-interpreting activities 201
Chapter Summary 204

Chapter 6: Discussion 207
The Design and the Learners’ Perceptions of the C-to-E Interpreting Strategy Training 207
Strategy selection 207
Strategy instruction 208
The six-step oral training 209
Factors that limited the application of interpreting strategies to L2 speaking 210
The value of interpreting strategy training 214
Potential Relationships Between Proficiency Gains and Interpreting Strategies 217
Grammatical range and accuracy 220
Fluency 221
Coherence 223
Lexical resource 224
Comparison of proficiency gains in terms of task types 227
Comparison of proficiency gains in terms of groups and subgroups 227
Chapter Summary 228

Chapter 7: Conclusions 231
Advantages of Interpreting Tasks in an Undergraduate EFL Classroom 233
Advantages of Teaching Interpreting Strategies over Communication Strategies in an EFL Classroom 235
Pedagogical Applications of the Study 236
Applications of the interpreting strategy training for undergraduate interpreting courses 236
Applications of the interpreting strategy instruction for graduate-level interpreting courses 237
Limitations of the Study 239
Suggestions for Future Research 242

References 245

Appendix A: Handouts for Interpreting Strategy Instruction 258
Appendix B: Start-of-term Questionnaire 264
Appendix C: Consent Form for the Experimental Group 267
Appendix D: Consent Form for the Control Group 268
Appendix E: After-test Self-evaluation Questionnaire 269
Appendix F: Instruction for Stimulated Retrospective Interviews 270
Appendix G: Questions Asked During Individual Interviews 271
Appendix H: End-of-term Questionnaire for the Experimental Group 272
Appendix I: End-of-term Questionnaire for the Control Group 275
Appendix J: Questions and Prompts for Semi-structured Focus Group Interviews for the High 35% and the Low 35% of the Experimental Group 277
Appendix K: Speaking Test A 279
Appendix L: Speaking Test B (With the Same Instruction as Test A) 281
Appendix M: Post-task Self-evaluation Worksheets 282
Appendix N: An Example of the Lesson Plans for Interpreting Strategy Training 289
Appendix O: Format and Topics for Assignments 1 & 2 for Both Groups 293
Appendix P: Assignments 3, 4, 7, 8 for the Experimental Group 294
Appendix Q: Assignments 3, 4, 7, 8 for the Control Group 302
Appendix R: Assignments 5, 6, 9, 10 for the Experimental Group 304
Appendix S: Descriptors of the Four Judging Criteria for Assessment of Oral Proficiency Adopted in the Present Study 306
                                

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