臺灣博碩士論文加值系統

視譯(sight translation)一直以來被視為同步口譯(simultaneous interpretation)的入門基礎，因此許多口譯課程都包含視譯訓練。然而，過去的文獻並未明確指出視譯練習對於同步口譯所需之分神能力(multitasking, shifted attention)的成效。為了驗證視譯與分神能力的關聯，本研究以「心裡默翻」(silent interpreting)和視譯做對照，比較二者訓練分神能力的功效，因為心裡默翻和同步口譯之間的相似程度較高；且若以訊息殘留(information retention)、視覺干擾(visual interference)以及精力分配模式(Effort models)等角度來檢視，便會注意到視譯和同步口譯之間存在差異。
本篇研究的實驗設計旨在了解這三種口譯模式之間的關係，實驗設計如下說明：實驗邀請十位研究參與者，隨機分配入兩組，即視譯組和心裡默翻組，兩組皆需要進行同步口譯，各個翻譯後皆有訊息殘留測驗，最後以問卷作結。
訊息殘留測驗的結果、加上實驗對象錄音內容的逐字稿（語意和表達錯誤分析）顯示出，相較於視譯，心裡默翻和同步口譯中的語意錯誤(meaning errors)較多而視譯的語意錯誤較少。此外，問卷亦呈現出相似的結論，即視譯確實和同步口譯相關，但是仍不像心裡默翻更接近同步口譯；就受試者來看，成就一名成功譯者的要素中，分神能力並不是最重要的但卻是不可或缺的一項能力。從量化與質性研究結果來分析，可以到一結論，心裡默翻是介於視譯與同步口譯間的過渡技巧。這些發現並非否認視譯的有效性，反而說明了心裡默翻可以是練習同步口譯的另一選項。本研究期許能在初學者剛接觸同步口譯時，幫助他們尋求合適的練習方法。

Sight translation had been considered the rudiments of simultaneous interpretation; nonetheless, the assistance of sight translation to multitasking during simultaneous interpretation had not been stated clearly in previous literature. To corroborate the relationship between the two tasks with regards to multitasking cultivation, silent interpreting was proposed in this paper as an alternative which resembled simultaneous interpretation in cognitive processing load. Information retention, visual interference, and Effort models were three aspects focused on in this study to inspect the three interpreting modes, including sight translation, silent interpreting, and simultaneous interpretation. Ten participants were randomly divided into two groups, sight translation and silent interpreting, and were required to do simultaneous interpretation before filling out a questionnaire.
The results of information retention tests and error calculation showed that compared with sight translation, silent interpreting was closer to simultaneous interpretation, and that silent interpreting and simultaneous interpretation elicited more meaning errors while much fewer meaning mistakes were seen in sight translation. Moreover, a similar view emerged in questionnaire responses that sight translation was relevant indeed to simultaneous interpretation but not as highly relevant as silent interpreting was. From the participants’ perspectives, multitasking was perceived to be not the most crucial but a necessary factor in producing an interpreter.
Both quantitative and qualitative results concluded that silent interpreting might be an interim phase between sight translation and simultaneous interpretation. These findings, however, could not deny the effectiveness of sight translation but suggest that silent interpreting could serve as an alternative approach towards simultaneous interpretation.

Table of Contents
Chapter 1 Introduction 1
Chapter 2 Literature Review 4
2.1 Sight translation, Silent Interpreting, and Simultaneous Interpretation 4
2.1.1 Sight translation and simultaneous interpretation 4
2.1.2 Silent interpreting and simultaneous interpretation 6
2.2 Differences between Sight Translation and Simultaneous Interpretation 7
2.2.1 Information Retention 7
2.2.2 Visual interference 10
2.2.2.1 Interference not at play 10
2.2.2.2 Interference at play 11
2.2.3 Effort models 14
2.2.3.1 Multitasking 14
2.2.3.2 Simultaneous interpretation model 17
2.2.3.3 Sight translation model 18
2.3 Differences between Silent Interpreting and Simultaneous interpretation 19
2.3.1 Information Retention 20
2.3.2 Visual interference 21
2.3.3 Effort Model 23
2.3.4 Speech production model 24
Chapter 3 Methodology 30
3.1 Participants 30
3.2 Materials 32
3.2.1 Source text 32
3.2.2 Information retention test 33
3.2.3 Questionnaire 34
3.3 Procedures 35
3.4 Data Analysis 38
3.4.1 Quantitative analysis 38
3.4.2 Qualitative analysis 39
Chapter 4 Results and Discussion 40
4.1 Overview 40
4.2 Quantitative Analysis 40
4.2.1 Information retention tests 40
4.2.2 Calculation of errors and failures 43
4.2.2.1 More meaning errors and less expression failures in sight translation 44
4.2.2.2 Similar results of simultaneous interpretation in both groups. 47
4.2.2.3 Effectiveness of one-year training 48
4.3 Qualitative Analysis 49
4.3.1 Multitasking and its significance 50
4.3.2 Benefits of sight translation 52
4.3.3 Sight translation and multitasking 55
4.3.4 Silent interpreting and multitasking 58
4.3.5 Silent interpreting and sight translation 60
Chapter 5 Conclusions 63
5.1 Summary 63
5.2 Major findings 64
5.2.1 Quantitative 64
5.2.2 Qualitative 66
5.3 Limitations and implications 67
5.4 Conclusion 68
References 71

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