會議口譯實習課程之設計與實踐

Design and Implementation of Conference Interpreting Practicum

10.29912/CTR.202109_14(2).0001

汝明麗(Elma Ju)

口譯實習 ； 經驗學習 ； 實踐社群 ； 專技習得 ； interpreting practicum ； experiential learning ； community of practice ； skill acquisition

編譯論叢

14卷2期（2021 / 09 / 01）

1 - 36

繁體中文

會議口譯訓練向來強調實務演練，因此除了課堂內的講授外，亦十分重視教室外的實作機會。但實習課程絕不只是單純帶學生走出教室口譯，而是應先充分思考實習課在整個口譯訓練計畫中扮演的角色、與其他課程之間的連結，才能選出適宜的實習活動讓學生參與，並配合適當監督與反思過程，讓學生有最大的學習收穫。本研究首先依據經驗學習與實踐社群、專技習得理論探討口譯實習課程在設計上應考量的要點，接著蒐集臺灣各翻譯研究所既有之口譯實習課程，了解其授課內容，整理授課活動類型，進而訪問授課教師與學生對課程規劃的想法，包括各類實習活動的目的、執行上是否遇到任何困難、預期效益等。最後根據內容分析及訪談結果，提出口譯實習課程設計方向與實施建議。

Training of conference interpreters is practice-oriented; in addition to lecturing and exercises in the classroom, opportunities to work under authentic conditions outside the classroom are equally important. However, practicum courses are not simply putting interpreter trainees in a real-life situation where interpretation services are needed. Rather, careful thought must be given to the role of a practicum course in the overall training program, and how it is linked to the rest of the curriculum before having students engage in appropriate learning activities in the field under proper supervision. This study first draws on theories of experiential learning and communities of practice as well as skill acquisition studies for key elements of an interpreting practicum course. Efforts are then made to collect and compile information about existing practicum offered by T&I schools/ programs on this island. The researcher conducts content analysis of the course syllabus based on the key elements proposed by the experiential learning and communities of practice theories. The analysis outcomes serve as a basis on which the researcher interviews instructors of these courses with a view to gaining more insights into why the practicum is carried out the way it is, what challenges there may be in implementing the course design and the expected or perceived benefits the students reap from the practicum. As reflection is an essential part of experiential learning, the researcher also seeks to get hold of the students' reflections on their participation in various activities in the practicum. Such reflections provide another means of validating the related theories as well as the instructors' perceptions. Based on the aforesaid analysis and interviews, the researcher will make suggestions as to how an interpreting practicum can be designed and delivered with a more solid theoretical footing.

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