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研究生: 楊蕾
Yang, Lei
論文名稱: 速度放慢對於口譯學生的影響
The effect of slower speech rate on interpreter trainees
指導教授: 陳子瑋
Chen, Tze-Wei
口試委員: 陳彥豪
Chen, Yen-hao
陳安頎
Chen, An-chi
丘羽先
Chiu, Yu-hsien
汝明麗
Ju, Ming-Li
陳子瑋
Chen, Tze-wei
口試日期: 2023/07/21
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: 2023
畢業學年度: 111
語文別: 英文
論文頁數: 220
中文關鍵詞: 速度口譯訓練逐步口譯
英文關鍵詞: speed, interpreter training, consecutive interpreting
研究方法: 實驗設計法
DOI URL: http://doi.org/10.6345/NTNU202301711
論文種類: 學術論文
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  • 本研究希望探討口譯學生在速度放慢時的表現。前人研究顯示,在口譯過程中,講者語速為一大影響因素,如果語速過快,將會導致口譯員無法跟上,以致產生「漏譯」(omission)的現象。過去研究多數針對口譯員在講者語速加快之下的表現,並且針對專業口譯員及學生口譯員加以比較,但是目前未有研究針對較慢語速所帶來的教學影響,以及是否能幫助學生以漸進形式習得口譯技巧。本研究為了探討語速放慢時,學生口譯員的表現為何,邀請大專院校學生接受測試,受試者皆為修習初階口譯課程的外文系學生。研究者於一學期的課程中,分別施放三次實驗,語料皆來自課程內容,皆由英語母語人士擔任演說者。每段實驗音檔被分為四段,每一段大約一分鐘長度。研究者將第二段及第四段透過音訊軟體把速度放慢為原速的75%,每次實驗皆在課堂中播放。結果發現,學生口譯員在速度慢時,漏譯誤譯等錯誤較少。在逐步口譯筆記的部分,學生在語度120-140 wpm區間較能以原文甚至是譯文記下筆記,及運用符號數字;在達到160-180 wpm語速時則較常運用原文,符號較少運用。本研究希望透過結果探討如果在口譯訓練中,速度降慢是否影響學生口譯員之產出表現,以及探討帶來之影響為何。本研究希望探討所得之結果能夠提供未來研究及教學實踐參考。

    The purpose of this research is to explore the impact of slower speech rate on interpreter trainees. Past research studies have shown that speed is one of the main stressors for professional interpreters and students alike, causing interpreters to commit omissions. Past research studies focused on examining faster speech rates, but less studies have been done on the effect of slower speech rate. This paper focuses on exploring the impact of slower speed rates, and its impact on trainees’ performance. The research included participants of college level students who were taking introductory consecutive interpreting training course. The experiment design was administered on 3 separate occasions over the semester. There were 3 experiments in total, each experiment is made up selected clips of original video materials. The recording was edited into 4 parts. The researcher manipulated the speed of the second and fourth part, slowing down the speed into 75% of its original speed. Analysis results showed that the students tend to omit entire sentences during original speed; while in slower speed (75%), students were able to retain more content. The result showed that they were able to retain more keywords during the slower segments, and this is our point of exploration for training purposes. In their CI notes, trainees were able to use TL more during the 120-140 wpm group, even with SL and symbols to aid in CI note cues too. But when the speech rate hot 160-180 wpm, trainees more so relied on SL exclusively, as well as less use of symbols or numbers. Through the process of gradual skill acquirement, students will be capable of focusing on training singular skills during their training process. Once the students are more acquainted with the process, instructors can gradually introduce original speed or even faster speed to the students. This study hopes to contribute to future training and speed related research of the field.

    Chapter One Introduction 1 1.1 Research background and motivation 2 1.2 Research purpose 6 Chapter Two Literature Review 9 2.1 What is Interpreting? 9 2.1.1 What is Consecutive Interpreting? 9 2.1.2 Consecutive Interpreting Model 10 2.1.2.1 Weber’s CI Model 10 2.1.2.2 Liu’s CI model 12 2.1.2.3 Gile’s CI Effort Model 14 2.2 CI notes 18 2.2.1 CI Notes Studies 18 2.2.2 CI notes preferences 21 2.3 Speech Rates Related Studies 28 2.4 Assessing Student Interpreter’s Performance 44 2.5 User’s Expectation as Assessment for Professional Interpreters 47 2.6 The (non)consensus on ideal speed rate 50 2.7 Gradual Skill Acquisition 56 2.8 Research Question 61 Chapter Three Research Method 65 3.1 Overview of the study 65 3.2 Research design 68 3.3 Participants 71 3.4 Materials 73 3.4.1 Calculation for Speed Rate for Each Speech Segments 77 3.4.2 Pilot study 77 3.4.3 Pilot test error rate results 81 3.4.4 Pilot Study ANOVA Results of Error Rates and Speed. 81 3.5 Procedure 83 3.5.1 Experiment procedure 84 3.5.2 Pre-test questionnaire 87 3.5.3 Post-test questionnaire 88 3.6 Data scoring and analysis 89 3.6.1 Error rate by segments calculation 90 3.6.2 Error categories 91 3.6.3 Guest rater 95 3.6.4 Inter-rater reliability 96 3.6.5 Categorization of CI note units 97 Chapter Four Results 98 4.1 Error rate of participants 99 4.1.1 Error rate calculation result of Experiment 1 100 4.1.2 Error rate calculation result of Experiment 2 102 4.1.3 Error rate calculation result of Experiment 3 103 4.1.4 Error rate average calculation for all experiments 104 4.2 Correlation coefficient result 107 4.3 ANOVA results 108 4.3.1 One-way ANOVA of speech rates and errors 110 4.3.2 One-way ANOVA of experiments and errors 115 4.3.3 One-way ANOVA of speech rates and error types 119 4.3.3.1 Speed rates and omission of word 119 4.3.3.2 Speed rates and omission of segment 123 4.3.3.3 Speed rates and substitution of word 126 4.3.3.4 Speed rates and substitution of segment 129 4.3.4 One-way ANOVA of experiments and error types 133 4.3.4.1 Experiments and omission of word 133 4.3.4.2 Experiments and omission of segment 136 4.3.4.3 Experiments and substitution of word 138 4.3.4.4 Experiments and substitution of segment 140 4.3.5 One-way ANOVA of speech rates and CI note types 142 4.3.5.1 Speed rates and its impact on source language and target language 143 4.3.5.2 Speed rates and full words vs. abbreviation 149 4.3.5.3 Speed rates and its impact on language and symbols 154 4.3.5.4 Speed rates and segmentation 160 4.3.5.5 Speed rates and numbers 163 4.4 Pre-test questionnaire results 166 4.5 Post-test questionnaire results 167 Chapter 5 Discussion and Conclusion 178 5.1 Overview of major findings 178 5.2 Error rate of participants 179 5.3 Correlation coefficient result 181 5.4 One-way ANOVA results of speech rates and error rate 182 5.5 One-way ANOVA result of experiments and error rate 183 5.6 One-way ANOVA result of error categories and speech rates 184 5.7 One-way ANOVA result of CI notes and speech rates 185 5.10 Post-test questionnaires 192 5.11 General discussion 193 5.12 Implications for interpreting studies and interpreting training 195 5.13 Limitations of the study and suggestions for future research 196 5.14 Conclusion 196 References 199 Appendix A 205 Appendix B 210 Appendix C 216 Appendix D 219

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