臺灣博碩士論文加值系統

本研究結合量化研究與質性研究，欲分析雙語人士與學生口譯員的觀眾滿意度及口譯表現上的差異。參與本研究的口譯員有兩位，一位為具英語系背景的雙語人士，另一位為口譯研究所學生。在本研究中，雙語的定義為接續性雙語，也就是在成長過程中習得並精通第二外語。量化研究利用滿意度問卷來調查觀眾對於口譯員的偏好以及探討觀眾滿意度是否受到口譯背景的影響。而在質性研究中，口譯員需要為一場神經科學相關的演講進行英進中逐步口譯。口譯結束後，口譯員透過訪談指出在各段落口譯時遇到的困難以及應對的策略。研究結果發現，雙語人士與學生口譯員在觀眾滿意度及口譯策略上有明顯差異。在滿意度中，絕大多數觀眾較偏好學生口譯員的譯文，且學生口譯員於各面向都獲得相對較高的滿意度。進一步分析簡答題後發現，觀眾最重視的口譯品質為譯文流暢度。在科學性演講中，雙語人士較常採用的策略為省略和摘要，而學生口譯員則是較常運用斷句、重組句子及重複。本研究的結果希望可增進大眾對於口譯專業的認識、了解觀眾對於口譯品質的要求，並提供學生口譯員與一般雙語人士在口譯品質上的差異作為未來口譯雇主的參考。

This study combined quantitative research and qualitative research to analyze differences between a bilingual and an interpreting trainee in terms of the audience satisfaction and interpreting performances. Two interpreters were involved in this study. One was a bilingual who majored in English. The other one was an interpreting trainee. In terms of bilingual, the current study adopted the definition of the successive bilingual, which means that a person learns and masters the second language later in life. For the quantitative research, an audience satisfaction survey was designed to investigate audience’s preference of the interpreter and to observe whether the audience satisfaction of the interpreting performance was related to the interpreters’ backgrounds. As for the qualitative research, interpreters were recruited to interpret consecutively a speech related to neuroscience from English to Chinese. After the interpreting task, an interview was carried out to explore the difficulties the interpreters faced in each segment of the speech and the strategies they used to cope with the situation. The results indicated that significant differences were found between a bilingual and an interpreting trainee in audience satisfaction and strategies used. In terms of audience satisfaction, most of the audience preferred the rendition of the interpreting trainee, and the interpreting trainee scored higher in satisfaction scores in all respects. In addition, it was found that the audience valued the fluency of delivery the most regarding interpreting quality. When interpreting a scientific speech, the bilingual frequently adopted the strategies of omission and summarization. As for the interpreting trainee, she frequently applied chunks of information, change of the order, and repetition. The results of this study were expected to increase public awareness of the interpreting profession and to understand the audience’s expectation and evaluation of the interpreting quality. Furthermore, the differences in the interpreting quality between interpreting trainees and the bilingual could serve as a reference for clients to hire interpreters.

Table of Contents
摘要 i
Abstract ii
Acknowledgements iii
Table of Contents iv
List of Tables vii
List of Figures viii
Chapter 1 Introduction 1
1.1 Research Background 1
1.2 Research Motivation 2
1.3 Research Questions and Purposes 3
1.4 Organization of the Study 4
Chapter 2 Literature Review 5
2.1 Consecutive Interpreting 5
2.1.1 Phases of Consecutive Interpreting and the Role of Note-taking 6
2.1.2 Strategies Used in Consecutive Interpreting 8
2.2 Differences between Bilinguals and Interpreters in Interpreting 15
2.3 Audience Satisfactions towards Interpreting Performance 19
2.3.1 Perspectives on the Interpreting Quality 19
2.3.2 Audience Satisfaction 22
2.3.3 Criteria for Audience Expectations of Interpreting Performance 23
Chapter 3 Methodology 27
3.1 Research on Audience Satisfaction 27
3.1.1 Audience 27
3.1.2 Instruments 31
3.1.3 Procedure 34
3.2 Research on Interpreting Strategies 35
3.2.1 Interpreters 35
3.2.2 Material 36
3.2.3 Instruments 38
3.2.4 Procedure 40
3.3 Data Analysis 41
Chapter 4 Results and Discussions 42
4.1 Analysis of Audience Satisfaction 42
4.1.1 Statistical Analysis of the Audience Satisfaction Survey 42
4.1.2 Results of Multiple-choice Questions 48
4.2 Analysis of Interpreting Strategies 54
4.2.1 Strategies Used by Interpreter A and Interpreter B 54
4.2.2 Interview Results 59
4.3 Discussions 63
Chapter 5 Conclusion 67
5.1 Research Findings 67
5.2 Implications 69
5.3 Limitations 69
5.4 Suggestions 69
References 71
Appendixes 76
Appendix A: Detailed Information of the Audience Backgrounds 76
Appendix B: Audience Questionnaire 77
Appendix C: Transcript of the Speech Material 81
Appendix D: Background Questionnaire (Interpreter) 84
Appendix E: Strategy List for Consecutive Interpreting 85
Appendix F: Interview Questions 86
Appendix G: PowerPoint Slides 87
Appendix H: Technical Terms 88
Appendix I: Descriptive Statistics of Each Segment 89

List of Tables
Table 2.1 Strategies Used in the Comprehension Phase 10
Table 2.2 Strategies Used in the Production Phase 12
Table 2.3 General Strategies Used in Consecutive Interpreting 15

Table 3.1 Frequency Distribution Table of Gender 28
Table 3.2 Frequency Distribution Table of Age 28
Table 3.3 Frequency Distribution Table of Mother Tongue 29
Table 3.4 Frequency Distribution Table of Educational Level 29
Table 3.5 Frequency Distribution Table of Using Interpreting Services 30
Table 3.6 Frequency Distribution Table of Taking Interpreting Courses 30
Table 3.7 Order of Interpreting Output 32
Table 3.8 Quality Criteria Used in the Audience Satisfaction Survey 33
Table 3.9 Comparison between Two Interpreters 35
Table 3.10 Details of Speech Material 37

Table 4.1 Overall Satisfaction of Each Interpreting Segment 42
Table 4.2 Paired t-test of Overall Satisfaction 43
Table 4.3 Paired t-tests of Each Criterion (Interpreter A versus Interpreter B) 44
Table 4.4 Independent t-tests of Each Criterion for Segment 1 44
Table 4.5 Independent t-tests of Each Criterion for Segment 2 45
Table 4.6 Independent t-tests of Each Criterion for Segment 3 46
Table 4.7 Independent t-tests of Each Criterion for Segment 4 47
Table 4.8 Overall Quality of Four Interpreting Segments 48
Table 4.9 Audience Preference of Interpreter 51
Table 4.10 Important Criteria of Evaluating the Interpreting Service 53
Table 4.11 Comparisons of Strategies Used between Interpreter A and Interpreter B 55
Table 4.12 Crosstabulation (Preference * Age) 63
Table 4.13 Crosstabulation (Preference * Reorganization of Age) 64
Table 4.14 Chi-square Result (Preference * Reorganization of Age) 64
Table 4.15 Crosstabulation and Chi-square Results (Preference * Interpreting Courses) 65

List of Figures
Figure 2.1 Model of Translation Competence 17
Figure 3.1 Research Procedure of the Experiment with Survey 34
Figure 3.2 Procedure of Research on Interpreting Strategies 40

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