臺灣博碩士論文加值系統

學習視譯對許多學生來說是很沮喪的經驗，為了克服視譯特有的跨媒介以及跨文化的障礙，本研究嘗試探討視譯挑戰之間的差異，並根據受試者的眼動資料尋求對應的視譯策略。藉由眼動研究設計，本研究力求找出視譯時的注意力分配模式。
十二位受試者依指示坐在眼動儀前面將四篇英文文章視譯為中文，文章類型分別有一篇演講稿、一篇新聞文章、一篇學術課文以及一篇雜誌文章，此四篇難度由其文法複雜度與可譯性衡量，每篇平均13句句子，完成時間三至四分鐘，句長不超過23個單字。而第四篇的雜誌文章內容有關宗教文化，目的是挑戰受試者針對文化詞的視譯反應。受試者的眼動與視譯成果皆紀錄下來以便統計分析。除此之外，本研究將受試者的視譯音檔以文字形式記錄，並辨別出若干策略諸如斷句、簡化、策略性略譯以及不忠於原文的歸化策略。
語言特徵為本研究的獨立變數，包括關係子句、介係詞片語、後位修飾的過去分詞、反身代名詞的指稱、低頻詞、文化詞及多義詞。關鍵互動區域組指的是具有上述特徵的字詞，每一個關鍵互動區域都配有一對應的控制互動區域，其具有相近字母數(加減一個字母)並同詞性。統計方法使用成對樣本t檢定來探討七種語言特徵中關鍵組與控制組之間平均凝視時間及平均回視時間的長度差異。結果顯示大部分語言特徵中的關鍵互動區域確實顯示較長的凝視及回視時間，另外，根據熱區圖及眼動軌跡圖，發現諸如which、that、who之關係代名詞並非主要的注意力標的，而是關係代名詞之後的鄰近實詞才是主要焦點。
文化詞，例如throwing divination blocks (擲茭)、多義詞，例如engage、關係子句、介係詞片語以及過去分詞皆顯示出較長凝視時間。處理介係詞片語，例如experience in using social media、關係子句及低頻詞，比起各自的控制組，回視時間較長。另外，在辨識反身代名詞指稱和釐清關係子句中的語法角色時，發生誤譯及略譯的次數也較高。
簡言之，本研究結果提供了實證數據來描繪出台灣口譯學生針對不同翻譯挑戰的注意力分配，研究結果將能提供可行的策略給未來口譯學習者作為參考。

Learning sight translation can be frustrating for many student interpreters. In order to overcome the cross-media and cross-cultural barriers unique to sight translation, this study attempts to investigate the differences among seven Linguistic Features and to look for their corresponding strategies based on the visualizations of participants’ eye movements. In particular, with eye-tracking technology, the present study is designed to look for patterns of attentional allocation during sight translation.
Twelve participants were instructed to sight translate four English articles into Mandarin Chinese. The text types included a speech transcript, a news article, an academic lecture, and a magazine article. Text difficulties in terms of grammatical complexity and translatability were measured and balanced across the 4 texts. Average number of sentences per text was 13 with completion time of 3 to 4 minutes, and average number of words per sentence was less than 23. The magazine article was on religion and culture. The purpose of choosing such a topic was to challenge participants’ reaction toward culture-loaded terms. Participants’ eye movements were recorded for statistical analyses. In addition, renditions were documented, and strategies such as chunking, simplification, strategic omission, and localization at the expense of faithfulness to the source text, were identified.
Linguistic Features was the independent variable of the study, including relative clauses, prepositional phrases, past participles, reference to a reflexive pronoun, low-frequency words, culture-loaded terms, and polysemous words. Key areas of interest (AOIs) group referred to words/phrases that possessed the mentioned Linguistic Features. Each key AOI had a corresponding control AOI that was of the same word length and part of speech. Paired t tests were conducted to investigate the mean differences between key and control AOIs in fixation duration (FD) and regression duration (RD) for each of the seven categories of Linguistic Features. The results supported that key AOIs indeed exhibited longer fixation and regression for most of the features in question. Moreover, according to heat maps and gaze plots, relative pronouns, such as which, that, and who, were found not to be great targets of attention. Instead, adjacent content words after a relative pronoun were the main areas that received more attention.
Long fixation duration was found in cultural terms (e.g. throwing divination blocks “擲茭” zhì jiāo, a religious ritual practiced among Chinese), polysemous words (e.g. engage), relative clauses, prepositional phrases, and past participles. Eye regression duration was longer in processing prepositional phrases (e.g. experience in using social media), relative clauses, and low-frequency words than their control counterparts. Moreover, misinterpretation and omission were more frequent during recognition of the referents of reflexive pronouns and during resolution of thematic roles in a relative clause.
In summary, the results of this study have provided empirical data describing Taiwanese student interpreters’ attentional allocation to different Linguistic Features. These results will provide future interpreting learners with scalable strategies for reference.

Abstract (Chinese) 摘要 i
Abstract iii
List of Figures vii
List of Appendices viii
List of Tables ix
Chapter One Introduction 1
1.1 Motivation 1
1.2 Research Background 2
1.3 Research Questions 3
1.4 Significance of the Research 5
1.5 Organization of the Research 5
Chapter Two Literature Review 7
2.1 Eye Movement in Language Tasks 11
2.2 Sight Translation 17
2.3 Sight Translation Difficulties 18
2.3.1 Demand of Short-term Memory 19
2.3.2 Expression Failure 21
2.3.3 Absence of Pragmatic Features 23
2.3.4 Multitasking 23
2.4 Cross-cultural Differences 24
Chapter Three Methodology 27
3.1 Pilot Study 27
3.1.1 Participants 27
3.1.2 Apparatus 28
3.1.3 Materials 28
3.1.4 Results of Pilot Study 30
3.2 Main Study 31
3.2.1 Participants 31
3.2.2 Apparatus 32
3.3 Materials 33
3.3.1 Selection of Source Texts 35
3.3.2. Areas of Interest in Source Text 36
3.3.3 Seven Linguistic Features 38
3.4 Procedure 42
3.5 Data Analysis 45
Chapter Four Results 48
4.1 Fixation Duration 48
4.1.1 Low-frequency Words 50
4.1.2 Polysemous Words 51
4.1.3 Referents of Reflexive Pronouns 51
4.1.4 Relative Clauses 51
4.1.5 Prepositional Phrases 52
4.1.6 Past Participles 52
4.1.7 Culture-loaded Terms 53
4.2 Regression Duration 53
4.2.1 Low-frequency Words 55
4.2.2 Polysemous Words 56
4.2.3 Referents of Reflexive Pronouns 56
4.2.4 Relative Clauses 57
4.2.5 Prepositional Phrases 57
4.2.6 Past Participles 57
4.2.7 Culture-loaded Terms 58
4.3 Eye Movement Visualizations 59
4.3.1 Lexical Feature 59
4.3.2 Semantic Features 62
4.3.3 Syntactic Features 69
4.3.4 Intercultural Feature 76
4.4 Results from the Questionnaire 78
Chapter Five Conclusions and Discussion 81
5.1 Conclusions 81
5.2 Discussion 85
5.3 Limitations of the Study 88
5.4 Suggestion for Future Research 88
References 90
Appendices 95

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