譯者翻譯倫理認知之比較：以專業譯者和學生譯者為例

Translator Cognition of Translation Ethics-A Comparison of Student and Professional Translators

10.29786/STI.201011.0006

蔡依玲(Lynn Tsai)；董大暉(Da-Hui Dong)

翻譯倫理 ； 認知診斷評量 ； 概念構圖 ； 知識結構 ； 徑路探測法 ； translation ethics for translators ； cognitive diagnostic assessment ； concept mapping ； knowledge structure ； Pathfinder

翻譯學研究集刊

13輯（2010 / 11 / 01）

191 - 217

繁體中文

本研究的目的，旨在比較大學翻譯系及翻譯研究所學生與專業口筆譯譯者，對於譯者翻譯倫理之認知知識結構，進而發現教學中翻譯倫理教授方面的缺陷所在，以謀求適當的補救措施，進而達到提升學生對譯者翻譯倫理認知的成效。 本研究根據文獻評閱結果，設計一種用來評量譯者翻譯倫理認知結構的本土化工具，並對研究對象進行認知診斷評量。研究過程中，先從建立認知診斷評量的關鍵字著手，在確定用以分析翻譯倫理的20個基本概念後，對受試者（30位大學部、19位研究所及8位專業譯者），實施「譯者翻譯倫理知識結構測驗」，採徑路探測法以完成研究目的。 本研究發現，大學和研究所譯者與業界譯者三類譯者之翻譯倫理知識結構均不完整。經對比分析組成三類譯者翻譯倫理知識結構的主要概念鏈接與理論知識結構相應概念的鏈接後，發現雖然在主要概念鏈接數量上三類譯者有所差別，其中研究所譯者最高，大學譯者最低，專業譯者居問，但三類譯者絕大多數概念正確鏈接數目都不超過二個，反映三類譯者實際翻譯倫理知識結構在正確度上相差不大。本研究為評量譯者翻譯倫理知識結構提供了一套實用的方法，並為未來後續研究提供實務性建議。

This study compares the cognitive knowledge structures of translation ethics between student and professional translators and interpreters. Through examining the differences in knowledge structures, the paper identifies deficiencies in teaching translators translation ethics, and further seeks appropriate remedial teaching to enhance student understanding of translation ethics. The study applied cognitive diagnosis evaluations on the participants in this study (30 under-graduate students, 19 graduate students, and 8 professional translators and interpreters) with a localized tool designed to evaluate cognitive structures of translation ethics. The process in this study started with developing the key concepts for cognitive diagnostic assessment followed by a test on the translator knowledge structures of translation ethics. The statistical method adopted in the study was Pathfinder. This study finds that the cognitive structures of translation ethics presented by all three groups of participants are incomplete. A comparison of links of main translation ethics concepts among the three groups shows that the number of the links follows a descending order of the graduate student group, the professional translator group, and the under-graduate student group. However, none of the three groups has more than two accurate links between main concepts in the cognitive structures of translation ethics. This shows that there is no obvious difference among the participants in the numbers of accurate links in the cognitive structures of translation ethics. This study proposes a practical tool to evaluate translation ethics and provides suggestions for future research on translation ethics.

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