口译教学中的 身份培养 ——一项基于问卷调查的研究

“Role development” in teaching interpreting: A questionnaire-based study

本研究源自某大学英语学院三年级口译课的一次开放式问卷，问卷反映出学生口译入门时面临的三大问题:(1)学口译还是学语言;(2)意义还是词汇;(3)脑记还是笔记。基于对问卷结果的分析，笔者发现＂身份培养＂对解决这三组矛盾十分重要，却往往没有在口译入门教学中得到充分体现。由这三组对立项入手，本文将分别从学生的\＂译员身份＂培养和教师的＂多重身份＂培养两方面展开讨论，反思当前大三口译教学中的经验和问题，并提出改进建议。

This study is inspired by a questionnaire on the interpreting course for junior English major students. It reveals students' salient confusion of three pairs of concepts: (1) interpreting learning vs. language learning; (2)sense vs. words; and (3) memory vs. note-taking. Based on the results of the survey， it is suggested that ＂role development＂is an important element in interpreting teaching yet to be fully tapped. The instructor's role bears a direct influence on students' role development as interpreters. Instead of language authorities and evaluators，instructors should act as organizers， facilitators and bilingual audience. It is suggested that instructors become practitioners， or even better， ＂practisearchers＂， as engaging in interpreting studies helps find pedagogical implications in field experiences， so that best practice may be systematized and shared.