翻譯教育專業化轉向的行動研究：以國際醫療翻譯人才培育為範疇_

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題名：	翻譯教育專業化轉向的行動研究：以國際醫療翻譯人才培育為範疇
作者：	郭聰
作者(外文)：	GUO, CONG
校院名稱：	輔仁大學
系所名稱：	跨文化研究所比較文學與跨文化研究博士班
指導教授：	楊承淑
學位類別：	博士
出版日期：	2019
主題關鍵詞：	國際醫療；翻譯教育專業化；課程設置；學習動機；醫療語文服務能力模型；跨學科知識生產；International healthcare；specialization of translator and interpreter education；curriculum design；learning motivations；medical language service competence framework；interdisciplinary knowledge production
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:1 共同引用:0 點閱:0

全球化背景下，國際間交流持續擴大與深入。翻譯在全球化過程中扮演著重要角色。然而，當前出現一般翻譯領域供過於求，專業領域，如醫療、法律、金融等翻譯人才匱乏的現象，翻譯教育面臨巨大挑戰。面對當前世界的變化，翻譯教育應主動尋求改變，才能在全球化背景下發揮更大的作用，在專業領域中展現更大的能量。
隨著醫療技術進步、資本融資和跨國監管制度的設立，全球病患和醫療專業人員的流動與日俱增。台灣在地緣、交通、醫療科技、醫療水平和服務上均具備發展國際醫療的條件。而就醫的跨國流動則帶來了語言、文化等障礙。由於醫療及其相關領域專業程度高，學習門檻高，若達到國際病患在台就醫無語言障礙，必須擁有一批高素質、專業化的語文服務人才。而醫療產業國際化發展同樣需要專業化語文服務人才。
本研究以國際醫療翻譯人才培育為研究範疇，以全球化下的醫療景觀流動與翻譯產業變化為研究背景，以實用主義教育理論和跨學科知識生產為理論依據，採用質與量相結合的混合研究設計，基於研究實際需求而採用多種方法和程序，對國際醫療翻譯人才培育四方面關鍵問題進行研究，為翻譯教育專業化轉向提供理論和實踐依據。研究問題包括：
1. 國際醫療翻譯課程設置與以往翻譯學碩士課程有哪些不同？其特點為何？
2. 不同背景學習者抱持著哪些學習動機？如何解釋學習者的學習動機？
3. 國際醫療語文服務能力由哪些要素構成？各能力之間有什麼關係？
4. 國際醫療語文服務教育訓練產生了哪些培訓效果？不同學習者動機、課程設置與培訓效果關係如何？
本研究主要資料蒐集方法採用訪談和問卷調查。蒐集時間從2017年6月至2019年3月，研究對象包括國際醫療翻譯人才培育利益相關者之專任教師、業界教師、學習者、國際醫療譯者和國際醫療從業者，以及國際醫療翻譯課程和教育訓練。
研究認為，國際醫療翻譯人才培育以社會需求與情境化問題解決為導向，以培育落實於醫療場域的專業化語文服務能力為目標，以醫教協同的知識生產、多元背景的學習主體、非單一知識傳播主體的教學相長為特點，將國際標準與形成式評估納入，重構翻譯教育課程體系、學習者組成、能力培養目標與方式，注重迅速回應社會需求，是全球化背景下實用主義的跨學科知識生產體系。翻譯教育應結合專業領域，因應社會發展需求，結合教育實施機構的實際條件進行改革。

以文找文

In the context of globalization, the international exchange continues to expand and deepen. Translation and interpreting both play essential roles in the globalization process. However, there is currently a phenomenon of oversupply in the fields of general translation and interpreting, accompanied by a lack of talents in specialized fields such as medicine, law and finance. In this regard, translation education faces enormous challenges. In coping with the situation, translation education should actively seek to transform itself and play a more significant and energetic role in building relationships with those specialized fields that require translation services and within the processes of globalization.
With the advancement of medical technology, capital financing, and the establishment of a transnational regulatory system, the flows of international patients and medical professionals are increasing. Taiwan is well situated to develop international medical care in terms of its geography, transportation infrastructure, medical technology, medical care, and excellent medical services. However, such new forms of border crossing medical practice come with new challenges, many of which are related to language and culture. Due to the high degree of accuracy and expertise required for effective communication in medicine and other related fields, the threshold for becoming a master translator and interpreter in this area is high. In order to create a language-barrier-free environment in Taiwan for international patients, there needs to be an equivalent amount of highly qualified and specialized language service providers to meet demand. Furthermore, the internationalization of the medical industry also requires the development of specialized language service talents.
This research focuses on providing insight into the education of international medical translators and interpreters based on the pragmatism ideas in education and interdisciplinary knowledge production. The study seeks to contextualize the translation industry within the international and globalized flows of the contemporary medical landscape. This research uses both qualitative and quantitative methods to explore four critical issues of international medical translator and interpreter training, providing a theoretical and practical basis for understanding the specialized turn in translator and interpreter education. The research questions are:
1. What is the difference between the international medical translator and interpreter education and the previous master’s program in translation studies? What are the features of the former?
2. What motivations do learners from different backgrounds hold? How should their motivations be explained?
3. What are the elements in the international medical language service provider’s competence framework? What is the relationship between the various compositions?
4. What learning outcomes have the international medical language service training produced? What is the relationship between different learner motivations, curriculum design, and training outcomes?
The primary data collection methods in this study are interviews and questionnaires. The data collection period was from June 2017 to March 2019. The research subjects are the stakeholders of the education system, including the full-time professors, industry teachers, students, medical translators and interpreters, international medical practitioners, as well as the curricula and two models of intra-organizational training and thematic training.
This study finds that the international medical translator and interpreter education is guided by social needs and contextualized problem solving, and aimed at developing specialist language service competences within the medical field. This educational program is characterized by synergistic knowledge production through co-teaching between medical professionals and professors in translation and interpreting, and other relevant subjects. This educational model advocates the teaching methods of mutual learning and incorporates international standards and formative assessment, thereby reconstructing the curriculum, the learners' composition, and the competence training objectives and methods. It is able to respond to social needs rapidly. Therefore, it is a globalized and pragmatic interdisciplinary knowledge production system. Translator and interpreter education should serve the needs of professional fields and respond to social development. It also should consider the actual conditions of educational institutions when carrying out reforms.

以文找文

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