大學課堂的視譯教學：淺談大學生在視譯過程中的策略

Teaching Sight Translation in the Undergraduate Classroom: Sight Translation as a Strategy-based Process

視譯長久以來被視為訓練研究所口譯學生的基礎科目，也是學生在修習更進階的逐步與同步口譯課程前的必修科目。本研究將重心放在較少人研究的大學部課堂內，研究大學生處理英進中視譯文本之過程。透過文本分析，本研究發現，在視譯之過程中，學生使用了兩種策略幫助他們視譯，讓視譯的過程能夠較為順利。第一種策略為詞性轉換，比如說將原文中的英語名詞轉換成譯文裡的中文動詞。第二種策略為添詞，也就是在譯文裡頭加入原文當中所沒有的詞彙，以利於貼近譯文的語言表達方式。

 

Sight translation has long been viewed and taught as the basic approach to training postgraduate student interpreters, before they can proceed to tackle consecutive or simultaneous interpretation. This paper examines sight translation in an under-researched context, namely, in the undergraduate classroom regarding how given texts are sight-translated from English to Chinese by undergraduate students. Through the analysis of text-based examples, it has been discovered that there are two types of strategies students can resort to in sight-translating the given texts to reduce processing difficulties and in taking care of target language expression. The two strategies are a) grammatical conversion (i.e. from English nouns to Chinese verbs) and b) addition (i.e. adding words in the target text whereas absent in the source text) over the course of sight translation.