A Case Study of Knowledge Enhancement in Undergraduate Interpreter Training Courses in Taiwan

Gracie Peng

doi:10.29912/CTR.201703_10(1).0004

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P121 - 158

人文学 > 语言学
社会科学 > 教育学

DOI： 10.29912/CTR

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A Case Study of Knowledge Enhancement in Undergraduate Interpreter Training Courses in Taiwan

初探大学口译教学中之知识提升－个案研究

彭贵绢(Gracie Peng)

编译论丛； 10 卷 1 期 (2017 / 03 / 01) ， P121 - 158

英文 DOI： 10.29912/CTR.201703_10(1).0004

undergraduate Interpreting training ； ad-hoc preparation ； terminology-led preparation ； knowledge enhancement ；大学口译教学；一般型准备；术语带动式准备；知識增长

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摘要 │ 参考文献 (22) │ 国际计量

摘要〈TOP〉

Interpreting has now become one of the top career choices for university foreign language majors. In addition to the increasing number of Departments of Interpretation at the postgraduate level globally, interpretation training at the undergraduate level (UG) has also become extremely popular in more than 100 language departments in Taiwanese universities. The purposes of undergraduate Interpreting courses differ slightly among institutions, but many are taught for the sake of enhancing students' foreign language skills. In addition to students' limited proficiency even in foreign languages they may be majoring in, there is also the problem of a lack of general knowledge on their part. Of course, the pressure on undergraduate Interpretation majors will only increase as they encounter less familiar theories that may be important in the field of Interpretation. However, the lack of general knowledge and how it can be remedied for young trainee interpreters at the undergraduate level has so far received very little attention in the domain of Interpretation pedagogy. This case study focused on 39 Taiwanese undergraduate language students taking Interpreting classes as electives. It looked at how these students tended to approach a relevant challenge in the field of interpreting, how they identified key terms when compiling glossaries, and how different knowledge-enhancement approaches (ad-hoc vs. term-led) impacted their performances in some interpreting-related tasks. Data derived from close observation, task-oriented performances and semi-structured questionnaires suggested that there was a higher deviation in tasks involving glossary compilation and speech organization among individuals in the ad hoc preparation group, while term-led preparation offered a useful roadmap for students' more systematic acquisition of new terms and their appreciation of newer concepts. The findings of this study have given us a better understanding of what may be the best methods of knowledge preparation for undergraduate Interpreting students, and thus can help to promote the further development of undergraduate Interpreting pedagogy in general.

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参考文献 ( 22 ) 〈TOP〉

Ju, E. M. L.(2014).A preliminary study of undergraduate-level special translation and interpretation programs in Taiwan.Compilation and Translation Review,7(1),81-126.
连结：
Liu, M.(2002).Interpretation training and foreign language education.Studies of Interpretation and Translation,7,323-339.
连结：
Lu, T. L.,Liao, P.(2012).Interpretation students' experience of anxiety and flow.Compilation and Translation Review,5(2),83-115.
连结：
Ogden, C. K., & Richards, I. A. (1923). The meaning of meaning. London: Routledge.
Cabré, M. T.(1996).Terminology today.Terminology, LSP and translation: Studies in language engineering in honour of Juan C. Sager,Philadelphia:

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