臺灣博碩士論文加值系統

本研究旨在探討應用英語系學生參與臺灣中英文翻譯能力檢定模擬考試時所犯的主要錯誤類型，以及造成翻譯錯誤的可能原因。研究對象為20位主修英語的學生，其中10位大學生及9位研究生來自一所科技大學，另1位研究生來自另一所大學。翻譯文章為2010年翻譯能力檢定考試英譯中試題第一科。20名研究對象完成譯文後，由2名評分者根據廖柏森（2010）的翻譯錯誤類型表辨識譯文的錯誤。此外，研究者以問卷及訪談的方式，調查研究對象修習過的課程、造成翻譯錯誤的可能原因，及研究對象認為有助其翻譯能力的課程。所得之資料以質性分析進行研究。
研究結果發現，研究對象的錯誤以解譯錯誤居多，語言錯誤次之，顯示他們在理解原文方面有困難，此現象於研究生更為明顯。解譯錯誤主要源自不懂字彙、句法及文法、沒有掌握文章大意、忽略了中英文的不同之處，及考試時間限制的壓力。研究對象認為，閱讀、翻譯、文法、寫作與口譯等課程，有助於翻譯能力的培養。而研究對象修習過的課程顯示，應用英語系偏重閱讀、寫作和文法等英文基礎訓練課程及進階訓練課程，但研究對象修習過的口筆譯課程數遠不及英文訓練課程。
依據研究結果，本研究提出五項建議：其一，閱讀課程的文本應多元化，教師並應強調片語及字彙的不同用法。其二，文法課應加強學生對句子結構的認知，以減少翻譯錯誤。其三，研究所已無英文基礎訓練課程，研究生若要通過翻譯考試，須持續加強其英文能力。其四，口筆譯課程應增加翻譯練習，教師並應訓練學生的能力，以辨識翻譯錯誤及辨別英漢語文的不同之處。其五，良好的中文能力乃從事英漢翻譯者不可或缺，因此，建議應試者檢視其手寫翻譯練習，以減少譯文的中文錯誤。

The present study aimed at exploring the major error types that Applied English majors from the Department of Applied Foreign Languages (DAFL) would commit when they take a mock official translation test of Taiwan. Meanwhile, the possible factors contributing to their errors are also investigated. This study recruited twenty English-majored students as the participants: ten undergraduates and nine graduate students at a technological university, and one graduate student from another university. All of them were asked to translate one of the English to Chinese translation test texts of 2010. After the translations were collected, two graders categorized the major error types of the renderings based on the classification of error types by Liao (2010). Furthermore, the participants’ education background, the possible causes of their errors and the courses considered helpful in cultivating their translation ability were probed by means of questionnaires and interviews. The researcher then implemented content analysis to interpret the acquired data.
The findings indicate the participants, especially the graduates, commit more rendition errors than language errors, suggesting they have difficulty in comprehending the text. Among their rendition errors, insufficient accuracy and misinterpretation are the most common errors. The participants’ errors mostly come from confusions about vocabulary, syntax and grammar, misunderstanding the textual theme, the neglect of difference between the source and target language, and the pressure of time limitation. On the other hand, reading, translation, grammar, writing and interpretation courses are considered helpful to facilitate their translation ability. The education background of the participants reveals that basic English skills training courses, including reading, writing and grammar courses, and advanced training courses are what the Department of Applied English places importance on, but not as many translation and interpretation courses are taken by the participants as the training courses.
Recommendations are made based on the findings. First, in a reading class, in addition to diversified reading material, teachers should emphasize usages of words and phrases. Second, a grammar class should offer students more training in sentence structure recognition, in order to minimize translation errors. Third, since graduate students are no longer taking basic English skills training courses in graduate schools, they should keep strengthening their English competence if they would like to pass the official translation tests. Fourth, more translation exercises are needed in a translation or interpretation class. Moreover, teachers should train students to identify their errors and to distinguish the linguistic difference of English and Chinese in translation. Last, excellent Chinese competence is also required; therefore, candidates are suggested to reduce target language errors through reviewing their exercises by hand-writing.

Chinese Abstract i
English Abstract iii
Table of Contents v
List of Tables viii
CHAPTER ONE INTRODUCTION 1
1.1 Background of the Study 1
1.2 Purpose of the Study 4
1.3 Research Questions 5
1.4 Significance of the Study 6
CHAPTER TWO LITERATURE REVIEW 8
2.1 The Translation Tests of America, Canada, Australia and China 8
2.1.1 ATA 8
2.1.2 CTTIC 10
2.1.3 NAATI 11
2.1.4 NAETI 13
2.1.5 CATTI 15
2.2 The Official Translation Test in Taiwan 16
2.2.1 The Entry Requirements 17
2.2.2 The Design of the Test Passages 18
2.2.3 The Requirements for Passing the Test 19
2.2.4 The Number of Candidates Passing the Tests 20
2.2.5 The Analysis of the Candidates 21
2.2.6 The Assessment of the Translation Tests 23
2.3 Analysis of Translation Errors 26
CHAPTER THREE RESEARCH METHOD 30
3.1 Participants 30
3.2 Instruments 31
3.2.1 The Material of the Source Text 32
3.2.2 The Renderings of the Subjects 33
3.2.3 Questionnaire on the Subjects’ Education Background 35
3.2.4 Interviews 36
3.3 Data Collection 37
3.4 Data Analysis 38
CHAPTER FOUR RESULTS AND DISCUSSION 41
4.1 Results of the Error Types Identified 41
4.1.1 The Error Types of the Undergraduate and Graduate Participants 42
4.1.2 A Comparison between the Undergraduate and Graduate Participants 43
4.1.3 The Analysis of the Rendition Errors 44
4.1.4 The Analysis of the Language Errors 52
4.1.5 The Analysis of the Miscellaneous Errors 53
4.1.6 The Graders’ Opinion on the Classification of Error Types 54
4.2 Results of the Interview 55
4.2.1 The Sentences Considered Difficult To Translate 55
4.2.2 The Possible Causes Contributing to the Errors 59
4.2.3 The Time Spent on Finishing the Renderings 63
4.2.4 The Courses Considered Helpful in Cultivating Translation Ability 64
4.2.5 The Results of the Subjects’ Education Background 65
CHAPTER FIVE CONCLUSION 68
5.1 Summary of the Findings 68
5.2 Pedagogical Recommendations 73
5.3 Limitations of the Present Study 76
5.4 Suggestions for Future Research 78
REFERENCES 79
Appendix A The Source Text 87
Appendix B The Portioned Source Text 88
Appendix C The Original Chinese Version of the Classification of Error Types 90
Appendix D Questionnaire 91
Appendix E The Courses Taken by the Participants in High Schools 95
Appendix F The Courses Taken by the Participants in Colleges 96
Appendix G The Courses Taken by the Graduate Participants in Graduate Schools 98
Appendix H The Courses Taken by the Participants in Other Institutes outside the Schools 100

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