臺灣博碩士論文加值系統

據「臺灣翻譯產業調查研究」（林慶隆et al, 2011）指出，台灣市場上的口譯僅有25.3%有翻譯相關科系研究所的碩士學歷。這現象不禁讓人好奇，市場上不同教育訓練背景出身的口譯員在口譯策略選擇及表現上是否存在差異？
本研究旨在探討受訓及自學口譯在進行同步口譯時是否在口譯策略運用及產出表現上有所不同。受試者為六位具有五年工作經驗或150件工作以上的資深口譯。其中三位為有口譯相關科系碩士學位之受訓口譯，而另外三位為未受過六個月以上口譯相關訓練之自學口譯。研究方法為請六位受試者以同步口譯方式翻譯一篇生物主題的TED 演說，並將口譯產出錄音，從研究者、聽眾、及受試者三方觀點分析其口譯策略及表現。
研究結果發現兩組實驗對象在口譯策略選擇方面並無明顯差異，而是在通順度上存在較大區別。

It is widely known in Taiwan that if one wishes to become an interpreter, the most efficient and effective course of action would be to enroll in a post-graduate level interpretation program; however, a large proportion of professional interpreters on the market are in fact self-taught.
This study aims to explore the difference in strategy use between self-taught and institutionally trained professional interpreters. Six participants, three institutionally-trained and three self-taught recruited and asked to interpret a 13-minute biology-themed TED Talk from English into Chinese using simultaneous interpretation. The participants’ output was recorded and analyzed from three perspectives, that of the researcher, audience members, and the participants themselves.
Result show that there is no obvious difference between the strategies used by institutionally-trained and self-taught interpreters; however, the effects of institutional training are observable not so much in the sense of accuracy, but in delivery.

Chapter1 Introduction 1
1.1 Research Background and Motivation 1
1.2 Purpose of research 3
1.3 Definitions 4
1.4 Research questions 5
Chapter 2 Literature Review 6
2.1 Interpreter training and education 6
2.1.1 History of Interpreter training and education 6
2.1.2The importance of institutionalized training 7
2.1.3 Interpreter training and education in Taiwan 10
2.2 Difficulties in Interpretation 12
2.2.1 Problem triggers 13
2.3 Strategies in Interpretation 15
2.3.1 Kohn & Kalina’s Strategies 15
2.3.2 Riccardi’s Strategies 18
2.3.3 Gile’s Coping Tactics 19
2.4 Related Studies 24
2.4.1 Interpreters v.s. Bilinguals 24
2.4.2 Professionalism and Expertise in Translation and Interpretation 26
Chapter 3 Methodology 28
3.1 Participants 28
3.2 Material 29
3.3 Procedure 33
3.4 Analysis 35
3.4.1 Accuracy assessment 36
3.4.2 Delivery assessment 37
3.4.3 Audience perception 38
3.5 Participant background 40
Chapter 4 Results and Discussion 47
4.1 Output Analysis 47
4.1.1 Word count and meaning units 47
4.1.2 Accuracy and delivery 48
4.1.3 Implications of output analysis 51
4.2 Strategy Analysis 53
4.3 Audience perception 63
4.4 Interview results 68
4.4.1 Difficulties 68
4.4.2 Strategies 71
4.4.3 Learning process 79
4.5 Implications of overall results 81
Chapter 5 Conclusion 84
5.1 Answering Research Questions 84
5.2 Contributions of this study 85
5.3 Limitations 86
5.4 Suggestions for future research 88
References 89
Appendix 1 Pre-experiment questionnaire 93
Appendix 2 Transcription and color-code of the material98
Appendix 3 Synopsis and Glossary 107
Appendix 4 Audience Rating Form 108

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