語言課堂上的口譯練習：中進英口譯策略訓練對於大學部英語學習者口語能力之影響

Interpreting in the Language Classroom: Effects of Chinese-toEnglish Interpreting Strategy Training on EFL Undergraduates' Oral Proficiency

口譯員在認知限制、時間壓力及口譯規範的制約下，採用策略解決問題、預防問題及提升溝通效果，箇中訣竅值得語言學習者借鏡。本研究採前、後測準實驗設計與質性資料蒐集的研究方法，以67位中高級至高級程度之臺灣大學部英語學習者為研究對象，分為實驗組43人及控制組24人，檢視中進英口譯策略訓練對學習者口語能力之影響。實驗組接受12週的口譯訓練，包含策略教學、六步驟口語訓練及口語作業。控制組未接受口譯策略教學，但接受對等的口語訓練及口語作業。在量性資料方面，兩組前、後測的英語口試成績分為總分與細項進行統計分析。組間比較顯示，口譯策略訓練顯著提升實驗組在描述／記敘題型上的流利度。組內比較方面，實驗組顯著進步的項目遠多於控制組，此結果可能與口譯策略訓練有關。實驗組的反思工作單（Worksheets）與該組高低成就者的焦點團體訪談等質性資料顯示，三大原因限制口譯策略在英語口說上的應用：使用策略的本能、思緒的不定性，以及說英語時腦中出現中文的程度。然而，參與者也認為口譯策略訓練可提升靈活變通的能力、加快策略應用的速度、擴增能夠運用的策略，也讓他們更為聽者著想。母語譯入英語的口譯策略訓練能為英語課堂增加趣味與挑戰，也使教材教法更為多元實用。

Conditioned by cognitive and temporal constraints and interpreting norms, interpreters adopt strategies to solve problems, prevent problems, and enhance communicative effectiveness. Interpreters' resourcefulness and efficiency in achieving communicative goals may be what language learners can learn from. This study examines the effects of Chinese-to-English interpreting strategy training on Taiwan EFL (English as a foreign language) undergraduates' oral proficiency. A quasi-experimental pretest-posttest design and qualitative data collection methods were employed. Sixty-seven high-intermediate to advanced learners were assigned to an experimental group (EG, n=43) and a control group (CG, n=24). The EG received a 12-week interpreting training consisting of strategy instruction, six-step oral training, and speaking assignments. The CG received no strategy instruction but comparable oral training and speaking assignments. Statistical analysis of the mean scores and detailed aspects of the pretest and posttest was conducted. Between-group comparisons showed that interpreting strategy training led to significant improvement of the EG's fluency in descriptive/narrative task types. Furthermore, the EG saw far more extensive within-group improvements than the CG, which might have something to do with the interpreting strategy training. Qualitative analysis of the EG participants' written reflections on Worksheets and focus group interviews with lower- and higher-level speakers revealed that three major factors limited the application of interpreting strategies to English speaking: one's natural tendency to use strategies, the elusive nature of our thinking, and the extent to which Chinese appears in one's mind when speaking English. However, the participants also believed that the training enhanced their resourcefulness, accelerated their application of strategies, expanded their strategy repertoire, and induced an interlocutor-oriented mindset. Interpreting strategy training from the learners' mother tongue into English can be a practical addition to a conventional English speaking class, and will be filled with diversity and challenges as well as fun.