體驗區
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| 篇名 |
A Study on GITI Students’ ST Difficulty & Performance
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| 並列篇名 |
翻譯所學生的視譯困難及視譯表現－個案研究
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| 作者 |
張慧芳(Chan, Huei-fang)
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| 中文摘要 |
本研究主要探究翻譯所學生在作雙向视譯，英到中視譯和中到英视譯時可能面對的困難及問題。共有九位碩士班一年級筆譯組和口譯組學生參與研究，研究者以何慧玲（1997）的视譯研究論文內容為基礎並加上了解學生背景資料部份，所製作的問卷(2006)來了解受測者對英到中視譯和中到英视譯時的看法，另外所使用的研究工具包括兩份書面視譯材料，其中一份為英文中國時報的英文新聞，另一份為台視新聞網站的中文國際新聞，目的讓受測者作雙向视譯，英到中視譯和中到英视譯，以便評估受測者雙向视譯的表現。本研究的發現如下：受測者對英到中視譯和中到英视譯時呈現不同的差異看法，第一、英到中視譯時的困難依次為英語術語(100%)，背景知識(88.9%)，譯出語(英語)為(77.8%)，缺乏英語字彙為(77.7%)；第二、中到英视譯時的困難依次為欠缺中文字彙(100%)，詞語搭配、複雜語法、中文術語和譯出語(中文)同為(88.9%)，至於句子的連貫、背景知識、和中文長句同為(77.8%)。關於視譯時的情況，受測者對於語言處理方式比如在做視譯時，由上而下的閱讀方式最為普遍使用(100%)，在做視譯時，由上而下的閱讀方式再加上同時聽文本朗讀為(88.9%)，此外，粗心大意在作英到中視譯時成為主要的問題(66.7%)，然而粗心大意在作中到英视譯時則成為次要問題(55.5%)。因此，專心策略可視為作視譯時的一種重要茦略。另一方面，受測者的視譯表現乃依據Pym的錯誤分析模式(1992)加以運用和分析。最後，有關視譯教學的建議將加以討論。
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| 英文摘要 |
This study mainly aimed to find out the difficulty and problems that GITI students may face when they were doing ST in either ways, English to Chinese and Chinese to English. There were 9 subjects including first-year both Translation and Interpretation Majors of GITI involved in this research. One ST questionnaire based on Her’s study (1997) with Biodata examination designed by the researcher (2006) was employed to survey their opinions on English to Chinese and Chinese to English while doing ST. The other instruments for doing ST were two written texts from China Post and TTV News used to assess their two-direction ST performance. The findings of this research are as follows. Difficulty difference between two language conversions of ST can be found in this study. First, the result of sight-translating English into Chinese shows that the most difficult item to them is terms (100%), the second difficult one background knowledge (88.9%), the third difficult one SL structure (77.8%), and the fourth difficult one lacking vocabulary (77.7%). On the contrary, the result of sight-translating Chinese into English displays that lacking vocabulary is ranked as the most difficult item (100%), collocation, complex syntax, terms, and SL structure equally as the second difficult items (88.9%), and coherence, background knowledge, and long sentence simultaneously as the third difficult items (77.8%). Concerning ST situation, language processing such as top-down processing used in reading comprehension while doing ST is the most agreeable method (100%) for them, and top-down processing with listening to text and reading the text simultaneously do help them easily do ST (88.9%). In addition, carelessness appears to be a major problem in sight-translating an English-to-Chinese text (66.7%) while it turns to be a minor one in sight-translating a Chinese-to-English text (55.5%). Consequently, Attention strategy can be an important strategy for ST. Finally, implications of teaching ST will be elaborated.
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| 頁次 |
061-083
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| 關鍵詞 |
ST
、parataxis
、hypotaxis
、top-down processing
、attention strategy
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| 卷期 |
2
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| 日期 |
200801
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| 刊名 |
SPECTRUM ： NCUE Studies in Language, Literature, Translation
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| 出版單位 |
國立彰化師範大學
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