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研究生：	胡家璇 Chia-Hsuan Donna Hu
論文名稱：	英中逐步口譯筆記原則之眼動研究：學生口譯員與專業口譯員之別 An Eye Tracking Study of English-Chinese Consecutive Interpreting Note-taking Practices: Trainees vs. Professional Interpreters
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：	2014
畢業學年度：	102
語文別：	中文
論文頁數：	115
中文關鍵詞：	眼動、逐步口譯、筆記、專技程度
英文關鍵詞：	eye-tracking, consecutive interpreting, notes, expertise level
論文種類：	學術論文
相關次數：	點閱：610 下載：63
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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

逐步口譯的筆記能輔助口譯員的記憶，其內容、格式、語言對於翻譯產出的品質與準確度至關重要。
前人研究﹙馬思揚，2013﹚針對「格式」與「語言」兩個變項加以操弄，設計出逐步口譯筆記，並請學生口譯員擔任受試者，於英進中逐步口譯實驗中記錄受試者閱讀筆記的眼動軌跡，證實「直寫格式」與「用標的語」確實是有用的筆記原則，有助於降低口譯員在閱讀筆記與產出時的認知負擔。本研究的目的為延伸前述研究成果，邀請專業口譯員擔任受試者，以探討不同的筆記格式和語言是否對不同專技程度口譯員的眼動軌跡造成不同影響。
研究結果顯示，「直寫格式」與「用標的語」亦有助於降低專業口譯員在閱讀筆記與口譯時的認知負擔，而且｢直寫｣相對於｢標的語｣對口譯員閱讀筆記和產出譯語的幫助更大。另外，專業口譯員不論在聽原文或翻譯時，對筆記的依賴性較學生口譯員低，對不同格式與語言的敏感度也因此較低。同時，專業口譯員閱讀筆記的技巧較學生口譯員嫻熟，速度較快且效率較高。
根據本研究結果，我們認為口譯教師應在學生修業階段提供足夠的機會，讓學生不斷練習筆記技巧直到習慣成自然，尤其是｢直寫格式｣。但同時口譯教師也應強調，比起磨練筆記技巧，理解並分析原文的能力更為重要。

Notes serve as a supplement to the interpreter’s memory in consecutive interpreting. The content, layout, form, and language used in notes can be critical in determining the quality of interpreting production and help convey the original message more completely.
Ma’s study (2013) demonstrated the validity of the two note-taking principles introduced in most consecutive-interpreting related literature: a vertical layout is preferable to a horizontal one, and notes are preferably taken in the target language than in the source language, by using an eye tracker to record student interpreters’ eye movements while they read the notes written horizontally/vertically and in the target/source language, which were designed as controlled variables in the experiment. This study aims to extend his findings by examining whether layout and language choice of notes would result in different eye movement patterns of note-reading on professional interpreters.
The results show that vertical layout and the use of target language are in fact valid recommendations supported by empirical evidence and the benefits of vertical layout outweigh target language. Nevertheless, professional interpreters appear to be less sensitive to different layouts and languages, which can be attributed to their low reliance on notes during listening and interpreting. On the whole, professional interpreters are able to read the notes more rapidly and efficiently than trainee interpreters by adopting a more skillful approach.
Based on these findings, interpreting instructors are advised to provide trainee interpreters with ample opportunities to practice these note-taking principles, vertical layout in particular, to the level of automaticity before graduation. Meanwhile, interpreting instructors should emphasize that comprehending and analyzing the source speech always takes precedence to acquiring any specific note-taking techniques.

Abstract  i
Acknowledgements   iii
List of Tables   iv
List of Figures   vii

Chapter 1 – Introduction
1.1  Research Background   1
1.2  Research Question   5
1.3  Research Limitations   6
1.4  Thesis Organization   7

Chapter 2 – Literature Review
2.1  Consecutive Interpreting   8
     2.1.1  Types of Interpreting   8
     2.1.2  Consecutive Interpreting Models   9
     2.1.3  Notes in Consecutive Interpreting   11
           2.1.3.1  Layout   13
           2.1.3.2  Language   13
     2.1.4  Summary   16
2.2  Eye Tracking   16
     2.2.1  Basic Characteristics of Eye Movements   16
     2.2.2  Eye Movement Measures   18
     2.2.3  Eye Movements in Reading   20
           2.2.3.1  English Reading   21
           2.2.3.2  Chinese Reading   22
     2.2.4  Eye Movements in Interpreting   23
     2.2.5  Summary   25
2.3  Skill Acquisition and Expertise Development   26
     2.3.1  From Novice to Expert   26
     2.3.2  Expertise Development and Interpreting  28
     2.3.3  Expertise Level and Consecutive Interpreting Notes   31
     2.3.4  Summary   33

Chapter 3 – Method
3.1  Research Hypotheses   35
3.2  Subjects   35
3.3  Experimental Design   36
3.4  Materials   36
     3.4.1  Speeches   36
     3.4.2  Notes   37
     3.4.3  Comprehension Questions   37
     3.4.4  Questionnaire   37
3.5  Apparatus   38
3.6  Procedures   38
3.7  Data Analysis   39

Chapter 4 – Results
4.1  Eye Movement Data   43
     4.1.1  Global Analysis   43
           4.1.1.1  Mean Fixation Duration   43
           4.1.1.2  Number of Fixations   45
           4.1.1.3  Mean Saccade Length   46
           4.1.1.4  Mean Regression Rate   48
           4.1.1.5  Total Reading Time   50
     4.1.2  Local (ROIs) Analysis   52
           4.1.2.1  First Fixation Duration, Single Fixation Duration, and Gaze Duration   52
           4.1.2.2  Rereading Time and Total View Time   55
           4.1.2.3  Regression Rate   58
     4.1.3  Local (Targets) Analysis   60
           4.1.3.1  First Fixation Duration, Single Fixation Duration, and Gaze Duration   60
           4.1.3.2  Rereading Time and Total View Time   63
     4.1.4  Summary   65
4.2  Questionnaire Data   68
     4.2.1  Subject Background   68
     4.2.2  Subject’s Perception of Notes   68
     4.2.3  Subject’s Perception of the Experiment   70

Chapter 5 – Discussion
5.1  Difference between professional interpreters and trainee Interpreters   74
5.2  Effect of layout on interpreters with different levels of expertise   77
5.3  Effect of language on interpreters with different levels of expertise   80
5.4  Interaction between language and layout   83
5.5  Note-taking practices of interpreters with different levels of expertise and the implication for consecutive interpreting training   84

Chapter 6 – Conclusion
6.1  Major Findings   88
6.2  Suggestions for Future Research   90

References   92

Appendix A. Consent Form   95
Appendix B. Speeches and Notes   96
Appendix C. Comprehension Questions   110
Appendix D. Questionnaire   111

                                

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