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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：254  下載：72 
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    • 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

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