Reflective Practice for Student Interpreters: A Case Study

透過導引式省思協助口譯員培訓：個案研究

李姿瑩(Zi-ying Lee)

reflective journals ； student interpreters ； thematic analysis ； 省思日誌 ； 學生口譯員 ； 主題分析

翻譯學研究集刊

20輯（2016 / 12 / 01）

75 - 96

英文

Interpreter trainers have been searching for innovative pedagogical approaches to complement traditional dialectic or master-apprentice approaches. In recent years, attempts have been made by interpreter trainers to encourage student interpreters to keep reflective journals with an aim that reflective journals can help student interpreters become more aware of their own problems and progress. However, there have been debates about the necessity for trainers to provide scaffolding tools or guidelines as students write reflective journals. This paper presents a case study in which the teacher provided scaffolding tools to guide students throughout the reflective process. Students' reflective journals were collected and thematic analysis was used to analyze the data. The outcomes of the case study suggest that the scaffolding tools can help student interpreters engage in reflective practice to a certain extent, but students’ reflection tend to be descriptive rather than analytical.

相較於傳統師徒制或辯證式的口譯教學方式，近年來，口譯教師開始嘗試以省思日誌的方式，引導學生口譯員更深入分析自己學習口譯過程中遭遇到的種種問題。但文獻對於教師是否應針對省思日誌提供「鷹架」式導引並無定論。本論文以個案研究方式探討教師提供之導引工具如何影響學生口譯員之自我省思，並以主題分析方式檢視學生口譯員之省思日誌。研究結果發現教師提供的「鷹架」式導引的確會可以鼓勵學生口譯員反思自己的口譯表現，但學生的省思日誌往往比較著重於描述問題，而非分析問題的來源。

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