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研究生: 郭恬君
Tien-chun (Gina) Kuo
論文名稱: 外國口音英語辨識度與對應策略之認知差異: 專業口譯員與學生口譯員對比研究
Perceived Intelligibility and Processing of Foreign-accented English Speech: Professional vs. Trainee Interpreters in Taiwan
指導教授: 陳子瑋
Chen, Tze-Wei
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: 2012
畢業學年度: 100
語文別: 英文
論文頁數: 144
中文關鍵詞: 談話辨識度談話理解度口音跟述
英文關鍵詞: intelligibility, comprehension, accent, shadowing
論文種類: 學術論文
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  • 本研究旨在探討專業與學生譯者對於有外國口音的英語談話之辨識度(intelligibility)與認知策略之異同。研究對象為七名專業譯者與十四名學生譯者,針對美國口音與西班牙口音之講者發言進行跟述,並於跟述後接受回溯訪談。數量與質性分析結果發現:(1) 兩組譯者因外國口音而造成的談話辨識度下降程度並無顯著差異。(2) 兩組譯者皆自述跟述有口音之言談時,使用預測、上下文線索等理解技巧輔助,並需提高聆聽與分析之氣力(effort in listening and analysis)。(3) 然而,學生譯者自述有時理解技巧無法成功使用,氣力協調也受到負面影響。專業譯者則無此兩種情況。(4) 學生譯者在訪談時使用「猜」、「恐懼、害怕」等字眼描述跟述有口音講者之過程。根據研究結果,口譯訓練納入有口音講者時,應採取全面性的角度(holistic approach),目標為達成最大的理解程度,並將克服有口音講者之語音特色視為達成整體目標的工具之一,而非首要工具。

    This study investigated professional and trainee interpreters' perception of processing foreign-accented English speech in a simultaneous mode. Seven professional interpreters (Group P) and fourteen trainee interpreters (Group T) who are Chinese A and English B were invited to shadow two texts delivered by a native (American) and nonnative (Spanish) speaker. After shadowing, a retrospective interview was conducted to elicit participants' perception of their processes during the shadowing task and general comments on shadowing/interpreting for foreign-accented English speakers. The results of quantitative and qualitative analysis reveal that: a) Statistically speaking, the degree of intelligibility impairment as a result of foreign English accent does not differ significantly between the two groups. b) Both groups reported using anticipation and contextual clues to compensate the loss of intelligibility, and the need to increase the listening and analysis effort when shadowing the accented speaker. c) However, general failures of adopting comprehension strategies and struggle to maintain good capacity management were reported by Group T while the same cannot be observed in Group P. d) Group T used languages of guessing and fear in describing their processing of the shadowing task. Based on these findings, this study concludes that the inclusion of foreign-accented speakers in interpreting classrooms should adopt a holistic approach where conquering the phonological challenge is treated as one of the, but not primary, tools one can use to reach the goal of optimal comprehension of the source text.

    Chapter 1 Introduction 1 1.1 Background of the study 1 1.2 The Study and Thesis Organization 6 Chapter 2 Literature Review 8 2.1 Defining the Constructs 8 2.1.1 Accent and foreign accent 8 2.1.2 Intelligibility 11 2.2 Factors Contributing to Intelligibility of Foreign-accented Input 14 2.2.1 Foreign-accentedness and Intelligibility 14 2.2.2 Speaker Factors of Intelligibility 16 2.2.3 Listener Factors of Intelligibility 17 2.3 The Impact of Non-standard English Input on Interpreting Performances 18 2.3.1 Review of Empirical Studies 18 2.3.2 The Gap in Existing Literatures 28 2.4. Differences between Expert and Novice Performance 29 2.4.1 Studies on Expert Performance in General 29 2.4.2 Differences between Professional and Trainee Interpreters' Performance 31 2.5 Cognitive Management in Simultaneous Interpreting: The Effort Model 32 2.6 Research Questions 34 Chapter 3 Research Methodology 37 3.1 Research Methods 37 3.1.1 Shadowing 37 3.1.2 Retrospective Interviews 40 3.1.3 Participants 41 3.2 Materials 44 3.2.1 Speakers 44 3.2.2 Speech Text Preparation 46 3.2.3 Recordings of the Stimulus Materials 48 3.3 Procedures 50 3.3.1 Shadowing Task 50 3.3.2 Retrospective Interview 55 3.3.3 Pilot Test 56 3.4 Validity and Reliability 57 3.4.1 Validity of Retrospective Interviews 58 3.4.2 Reliability 59 Chapter 4 Findings 60 4.1 Shadowing Results 60 4.2 Retrospective Interviews 64 4.2.1 Data Entry 65 4.2.2 Findings of Interview Results 66 Chapter 5 Discussions 91 5.1 Discussion of Shadowing Results 91 5.2 Discussion of Retrospective Interview Results 95 5.2.1The Relationship Between Intelligibility and Comprehensibility 95 5.2.2 Comprehension Skills: Anticipation and Contextual Clues 96 5.2.3 Effort Management 101 5.2.4 Attitudes toward the Task 103 5.2.5 Pedagogical Implications 104 5.3 Pedagogical Applications 107 5.3.1 Comprehension and Skills Take the Priority 108 5.3.2 Confidence Building 111 Chapter 6 Conclusions 113 6.1 Summary of Study 113 6.2 Limitations of the Current Study 117 6.3 Directions for Future Research 119 6.4 Conclusion 120 References 122 Appendix 132 Appendix i: Speech Materials 132 Appendix ii: Normalization Message (Instructions) 136 Appendix iii: Practice Speech 137 Appendix iv: Pamphlets of Instruction 138 Appendix v: Sample of Shadowing Transcript 139 Appendix vi. Intelligibility Score of Each Participant 144

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