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研究生: 楊嘉豪
Yang Jia Hau
論文名稱: 逐步口譯原文與譯文時間長度比例對評估口譯品質之影響:觀眾觀點
Delivery Segments in Consecutive Interpretation: Quality Assessment from the Audience Perspective
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: 2008
畢業學年度: 96
語文別: 英文
論文頁數: 111
中文關鍵詞: 逐步口譯口譯品質譯文時間
英文關鍵詞: Consecutive Interpretation, Quality Assessment, Delivery Segment
論文種類: 學術論文
相關次數: 點閱:235下載:40
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  • 本研究探討逐步口譯譯文相對於原文之時間長短對口譯品質之影響。相較於其他口譯品質評鑑要素,逐步口譯譯文長短對於口譯品質之影響缺乏前人研究。根據本研究調查,部分口譯研究人員與口譯學校教師認為逐步口譯譯文應比原文來得簡短。
    為瞭解觀眾是否與口譯研究人員與口譯教師抱持相同之看法,本研究經由實驗探究觀眾對於逐步口譯譯文時間長短之偏好。實驗結果顯示,大多數受試者對口譯員表現之整體評估結果與僅由譯文長短進行評估之結果,出現前後不一致之狀況,同時發現僅有少部分受試者能正確判斷譯文時間長短。由此可推論對觀眾而言,譯文時間長短與其他前人研究提出之要素,如「表達方式」、「忠實度」、「字彙正確度」等,對口譯品質影響並不一致。最後,本研究亦根據實驗結果,針對口譯教學與口譯實務提出相關建議。

    This research attempts to identify, in a consecutive interpreting (CI) setting, the effect of length of interpretation relative to its original speech on quality evaluation. Compared with other evaluation criteria, the length of interpretation in a CI setting has been a criterion that is far less studied. Still, some researchers and instructors at interpreting training schools stress that in a CI setting, the interpreter’s delivery must be shorter than its original for reasons such as “organizers do not want to run behind schedule.” (Jones, 1998)
    In order to see if the audience share those researchers and instrcutors opinion, an experiment is desgined to seek the audiences’ preference on the length of interpretation. Results indicate that only a small part of the participants could correctly identify the length of interpretation. Furthermore, the results show that what audience expects of quality is somewhat different from that of interpreters. For the audience, the impact of length of interpretation does not behave in accordance with other quality evaluation criteria, such as delivery, fidelity, terminology, and etc. Given the research results, pedagogical and practical implications can be drawn.

    CHAPTER ONE INTRODUCTION……………………………………………………...1 1.1 Research Background………………………………………………………..1 1.2 Scope of Research…………………………………………………………...2 1.3 Methods……………………………………………………………………..3 1.4 Organization of the Research………………………………………………..4 CHAPTER TWO LITERATURE REVIEW………………………………………………5 2.1 An Overview of Interpreting………………………………………………..5 2.2 Interpreting Defined………………………………………………………...6 2.2.1 Simultaneous Interpreting……………………………………………7 2.2.2 Consecutive Interpreting……………………………………………..8 2.3 Aspects of Interpretation Quality Evaluation…………………………10 2.3.1 Stakeholders in an Interpreting Setting……………10 2.3.2 Quality Expectation of Different Actors in an Interpreting Setting..12 2.4 Time Issue in Quality Assessment…………………………………………..15 2.5 Attention Decrement………………………………………………………16 2.6 Questionnaire Design………………………………………………………19 2.7 Summary…………………………………………………………………...20 CHAPTER THREE METHODOLOGY…………………………………………………….20 3.1 Pilot Survey………………………………………………………………...20 3.2 Experiment………………………………………………………………....21 3.2.1 Framework…………………………………………………………..21 3.2.2 Speech Text Selection………………………………………………..23 3.2.3 Questionnaire Design………………………………………………..25 3.2.4 Pretest…………………………………………………………..........28 3.3 The Sample………………………………………………………………...30 3.4 Implementation Process……………………………………………………30 3.5 Questionnaire Coding Assignment…………………………………………31 3.6 Data Analysis……………………………………………………………….33 CHAPTER FOUR RESULTS………………………………………………………………34 4.1 Pilot Survey………………………………………………………………...34 4.1.1 Interviewee Profile…………………………………………………..34 4.1.2 Participants’ Perspectives on Time Ratio……………………………..35 4.1.3 Pedagogical Practices……………………………………………….37 4.2 Sample Profile……………………………………………………………..38 4.3 Results……………………………………………………………………..40 4.3.1 Group One---Long French-Short Japanese……………43 4.3.2 Group Two---Long Japanese-Short French………..46 4.3.3 Group Three---Short French-Long Japanese………49 4.3.4 Group Four---Short Japanese-Long French……….52 CHAPTER FIVE DISCUSSION…………………………………………………………..55 5.1 General Preferences……………………………………………………….. 55 5.2 Distribution of Types of Participants………………………………………56 5.3 Significance of the Length of Interpretation…………………………58 5.4 Order of Presentations and Quality Assessment………………………61 5.4.1 Group One and Four………………………………………………...61 5.4.2 Group Two and Three……………………………………………….62 5.4.3 Summary…………………………………………………………….63 5.5 The Effect of Length of Interpretation…………………………………….63 5.5.1 Perception of Time………………………………………………….64 5.5.2 The Effect of Perception……………………………………………64 5.6 Summary…………………………………………………………………...65 CHAPTER SIX CONCLUSION………………………………………………………...67 6.1 Conclusion…………………………………………………………………67 6.2 Implications………………………………………………………………...71 6.3 Research Constraints………………………………………………………..73 6.4 Future Research…………………………………………………………….74 English References……………………………………………………………..76 Chinese References……………………………………………………………..79 Appendix A: Grading Sheet of Professional Exam of Various Schools……….80 Appendix B: Questionnaire for Pilot Survey……………………………………85 Appendix C: Questionnaire…………………………………………………….87 Appendix D: English Translation of the Introduction to the Experiment……...90 Appendix E: Code list Example---Group One…………………………………92 Appendix F: Original French Speech and Chinese Translation…………………93 Appendix G: Original Japanese Speech and Chinese Translation……………...103 List of Tables Table 2.1 Each Actor’s Capacity of Assessing Interpreting Quality……………..12 Table 3.1 Word Count in Different Versions of Interpretation…………………24 Table 3.2 Four Versions of Questionnaire……………………………………...30 Table 3.3 Possible Combinations of Results……………………………………32 Table 4.1 Working and Teaching Experience of Interviewees…………………..34 Table 4.2 Interviewee’s Teaching Experience…………………………………...35 Table 4.3 Result of Group One………………………………………………...43 Table 4.4 Result of Group Two………………………………………………...46 Table 4.5 Result of Group Three………………………………………………49 Table 4.6 Result of Group Four………………………………………………..52 Table 5.1 Distribution of Types of Participants in Each Group………………..57 Table 5.2 t-test Results of Group One and Four Participants…………………..62 Table 5.3 t-test Results of Group Two and Three Participants…………………63 List of Figures Figure 2.1 Continuum of Consecutive Interpreting……………………………...9 Figure 2.2 Experiment Design --- Long Consecutive Interpreting……………....10 Figure 3.1 Experiment Design………………………………………………….22 Figure 3.2 Cross-comparison Matrix for Assessment Results…………………28 Figure 3.3 Coding Assignment…………………………………………………33 Figure 4.1 Breakdowns of Gender Distribution………………………………..39 Figure 4.2 Profiles of Language Proficiency---French…………………………..40 Figure 4.3 Profiles of Language Proficiency---Japanese….……………………..40 Figure 4.4 Breakdown of Overall Results………………………..……………...41 Figure 4.5 Breakdown of Type A Participants’ Preferences…………………….42 Figure 4.6 Breakdown of Type B Participants’ Preferences……………………..42 Figure 4.7 Preference of Interpretation ---Type A Participants…………………44 Figure 4.8 Preference of Interpretation ---Type B Participants…………………44 Figure 4.9 Percentage of Correctly ID Length---Type D Participants…………..45 Figure 4.10 Percentage of Correctly ID Length---Group One………………….45 Figure 4.11 Preference of Interpretation ---Type A Participants………………..47 Figure 4.12 Preference of Interpretation ---Type B Participants………………..47 Figure 4.13 Percentage of Correctly ID Length ---Type D Participants………...48 Figure 4.14 Overall Percentage of Correctly ID Length---Group Two…………48 Figure 4.15 Preference of Interpretation---Type A Participants………………...50 Figure 4.16 Preference of Interpretation---Type B Participants………………...50 Figure 4.17 Percentage of correctly ID Length---Type D Participants………….51 Figure 4.18 Percentage of Correctly ID Length ---Group Three……………….51 Figure 4.19 Preference of Interpretation---Type A Participants………………...53 Figure 4.20 Preference of Interpretation ---Type B Participants………………..53 Figure 4.21 Percentage of Correctly ID Length ---Type D Participants………...54 Figure 4.22 Overall Percentage of Correctly ID Length………………………..54

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    中文參考書目(Chinese References)
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    馬祖毅,1999。中國翻譯史上卷。武漢:湖北教育出版社。
    楊承淑,2000。口譯教學研究:理論與實踐。台北:輔仁大學。

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