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題名：速度放慢對於口譯學生的影響
作者：楊蕾
作者(外文)：Yang, Lei
校院名稱：國立臺灣師範大學
系所名稱：翻譯研究所
指導教授：陳子瑋
學位類別：博士
出版日期：2023
主題關鍵詞：速度；口譯訓練；逐步口譯；speed；interpreter training；consecutive interpreting
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本研究希望探討口譯學生在速度放慢時的表現。前人研究顯示，在口譯過程中，講者語速為一大影響因素，如果語速過快，將會導致口譯員無法跟上，以致產生「漏譯」（omission）的現象。過去研究多數針對口譯員在講者語速加快之下的表現，並且針對專業口譯員及學生口譯員加以比較，但是目前未有研究針對較慢語速所帶來的教學影響，以及是否能幫助學生以漸進形式習得口譯技巧。本研究為了探討語速放慢時，學生口譯員的表現為何，邀請大專院校學生接受測試，受試者皆為修習初階口譯課程的外文系學生。研究者於一學期的課程中，分別施放三次實驗，語料皆來自課程內容，皆由英語母語人士擔任演說者。每段實驗音檔被分為四段，每一段大約一分鐘長度。研究者將第二段及第四段透過音訊軟體把速度放慢為原速的75%，每次實驗皆在課堂中播放。結果發現，學生口譯員在速度慢時，漏譯誤譯等錯誤較少。在逐步口譯筆記的部分，學生在語度120-140 wpm區間較能以原文甚至是譯文記下筆記，及運用符號數字；在達到160-180 wpm語速時則較常運用原文，符號較少運用。本研究希望透過結果探討如果在口譯訓練中，速度降慢是否影響學生口譯員之產出表現，以及探討帶來之影響為何。本研究希望探討所得之結果能夠提供未來研究及教學實踐參考。
The purpose of this research is to explore the impact of slower speech rate on interpreter trainees. Past research studies have shown that speed is one of the main stressors for professional interpreters and students alike, causing interpreters to commit omissions. Past research studies focused on examining faster speech rates, but less studies have been done on the effect of slower speech rate. This paper focuses on exploring the impact of slower speed rates, and its impact on trainees’ performance. The research included participants of college level students who were taking introductory consecutive interpreting training course. The experiment design was administered on 3 separate occasions over the semester. There were 3 experiments in total, each experiment is made up selected clips of original video materials. The recording was edited into 4 parts. The researcher manipulated the speed of the second and fourth part, slowing down the speed into 75% of its original speed. Analysis results showed that the students tend to omit entire sentences during original speed; while in slower speed (75%), students were able to retain more content. The result showed that they were able to retain more keywords during the slower segments, and this is our point of exploration for training purposes. In their CI notes, trainees were able to use TL more during the 120-140 wpm group, even with SL and symbols to aid in CI note cues too. But when the speech rate hot 160-180 wpm, trainees more so relied on SL exclusively, as well as less use of symbols or numbers. Through the process of gradual skill acquirement, students will be capable of focusing on training singular skills during their training process. Once the students are more acquainted with the process, instructors can gradually introduce original speed or even faster speed to the students. This study hopes to contribute to future training and speed related research of the field.
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