近二十年來，跨領域合作已成為口譯研究的主流趨勢，而口譯與藝術領域的交流亦日漸受到矚目。目前為止，結合戲劇與口譯學科的研究仍為數不多，在國內更是前無古人。本論文以研究者個人的學、經歷背景為動機，提出了三點研究問題：一、戲劇表演訓練是否能為逐步口譯學習帶來助益？二、如果第一題的答案為肯定，那麼其所帶來的又會是哪些方面的助益？三、如果第一題的答案為肯定，那麼未來戲劇表演訓練可能以何種形式納入研究所階段的逐步口譯學習之中？
　　本論文以Cho與Roger (2010) 的研究為藍本，舉辦了「口譯學生戲劇表演工作坊」，邀請十四名口譯研究所在學學生參與其中。工作坊後，研究者針對工作坊學員進行了問卷調查與訪談，試圖回答研究問題。此外，研究者亦訪談了口譯教師與工作坊講師以充實多元觀點。
　　研究結果顯示，戲劇表演訓練確實能為逐步口譯學習帶來助益，而若以三校中英會議口譯聯合專業考試的評測規準檢視，助益明顯的項目為忠實、連貫、流暢度與臺風，另外並有加強快速反應與體察聽眾觀點等助益面向。未來展望方面，多數學員贊成將戲劇表演訓練納入研究所階段的逐步口譯學習，頻率每週一次至每月一次不等，並於碩一期間進行兩個學期，藉此深化戲劇表演訓練所帶來的助益。

Over the past two decades, interdisciplinary research has become mainstream in interpreting studies, and the interplay between interpreting and arts has drawn increasing attention. So far, research combining drama and interpreting has been little, and domestically, there has even been none. With the author’s own educational background as the motivation, this research raises three questions. First, can acting training bring benefits to the learning of consecutive interpreting? Second, if the answer to the first question is affirmative, what kinds of benefits does it bring? Third, if the answer to the first question is affirmative, in what form can acting training be incorporated into the learning of consecutive interpreting at the graduate school level in the future?
Based on the research of Cho and Roger (2010) as the blueprint, this research organized “The Acting Workshop for Interpreting Students,” inviting 14 interpreting students at graduate school to participate. A questionnaire survey and interviews were then conducted in an attempt to answer the research questions. In addition, interpreting trainers and the workshop’s instructor were also interviewed as a way to diversify viewpoints.
The results show that acting training can indeed bring benefits to the learning of consecutive interpreting. Based on the evaluation criteria of the Joint Professional Exam on Chinese-English Conference Interpreting, the benefits are significant to loyalty, cohesion, flow and stage presence; quick response and audience perspective awareness were also listed as the benefits brought. Regarding the future prospect, the majority of the participants agree to incorporate acting training into the learning of consecutive interpreting at the graduate school level. The preferred frequency ranges from once per week to once per month, while the favored duration and timing are the two semesters in the first year of master’s degree. Such incorporation is expected to deepen the benefits brought by acting training.

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