National Academy for Educational Research

　　本研究旨在完整勾勒臺灣口譯教育的現況與發展趨勢，並探討目前口譯教育是否符合國家對口譯人才之需求，以供制訂國家翻譯教育政策之參考。研究方法主要為文件分析與訪談，文件分析包括「臺灣產學關連研究」所收集之原始資料中的口譯相關資料、各校網頁上之公開資料、實際訪校收集之內部文件資料、國內外相關系所口譯教學資料與研究文獻、國家教育研究院「我國翻譯發展策略及人才培育之研究」第一期計畫之各國口譯相關資料等，訪談資料則來自深入訪談熟捻臺灣口譯教育發展沿革之學者專家共八人，以了解當前口譯教育之現況與發展策略。訪談問題包含：教育目標與教學對象；課程內容、教材、教學方法與評量方式；師資結構；學生背景與畢業生出路；產學合作現況。

　　結果重點摘要如下。一、口譯教育不同層級涵蓋四種主要課程。（一）翻譯研究所層級的課程設計以大量實做課程為主，輔以少數理論課程，課程內容集中於中英會議與商務口譯。關於近年興起的社區口譯，臺灣社區口譯的主要需求為東南亞語言，而現今在師資、教材與學生來源方面都仍缺乏。（二）翻譯系：國內大學翻譯系口譯課程設計因為學習時數較多，學生也不分口筆譯，因此多採取語言、知識、翻譯技巧三者份量相當、互相配合的課程設計，學生入學時以加強語文能力為主，之後由筆譯課程銜接至口譯課程。（三）外語系所的口譯課程：外語系所口譯課程近年來蓬勃發展，受訪教師都觀察到各校新增口譯課程的趨勢，尤其近年來英語科系亟思轉型，應用外語科系為與傳統以文學為重的外語系區隔，更朝特色課程發展，許多學校都將「英語教學」與「翻譯」並列為兩大主要選修領域。（四）跨系翻譯學程：為新興的口譯教育管道，大學部與研究所等級皆有，可吸收不同科系背景的學生。二、口譯產學合作現狀：口譯學生的實習通常以短期、不定期的方式進行。研究所層級的口譯教育以實務為導向，強調學生畢業後的能力能立即勝任市場要求，因此多數學校都設有口譯實習學分。大學階段的口譯實 習，無論是翻譯系或一般外語科系都相對較少，主要以課堂內模擬各種口譯實務情境的方式，讓學生體驗口譯實務，與產業界的連結則仰賴教師本身的口譯實務經驗與邀請口譯業界相關人才演講分享口譯實務經驗。三、口譯學術研究現況：口譯學術與產業日趨成熟的發展，引入更多元的研究主題與方法，也有助於了解口譯溝通活動的本質與口譯實務的最新進展，然而口譯研究社群人數與研究計畫不足問題，並未隨著口譯課程大量增加而改善，實需積極與具體的解決方案。

　　基於上述初步發現，本研究對我國口譯教育提出建議如下：一、釐清不同層級口譯培訓目標、強化口譯教育基礎建設。二、擴充口譯人才培訓語種與專業領域。三、強化口譯教育之產學合作基礎與發展。四、促進口譯研究之學術發展。

　　The study aimed to describe the current status and developing trend of interpretation education in Taiwan (i.e., the IE, hereafter), and to discuss whether the IE has fully addressed the national needs for interpretation professionals, so as to provide policy implications for the IE. The research method mainly included document analysis and interview. In particular, document analysis was conducted on varying documents, including the raw data of interpretation in the study on the Taiwan translation and interpretation (T/I) industry, online public information of the IE related programs or institutes at universities, and unpublished documents collected by on-site visit of these universities, documents and previous studies on domestic and international programs of IE, and the report contents on interpretation across the countries in Project 1 of the study on the interrelations of Taiwan T/I industry and academia. The interview was conducted on eight faculty members who were familiar with the ongoing development in the IE, which advances an understanding on the current status and developing strategies of the IE. The interview questions were mainly on educational objectives and students; curriculum contents, instructional materials and methods, and assessment; composition of teachers’ qualifications, students’ backgrounds and graduates’ employment; the current industry-academia cooperation in interpretation.

　　The results were summarized below. First, the IE mainly comprised four-level curricula. (1) At the graduate institute level, the curricula are mostly practiced-based, alongside some supplementary theory-based courses. The curricula generally focus on Chinese/English conference and business interpretation. While community interpreting is a developing trend, the community interpreting in Taiwan is much needed in the Southeast Asian languages. However, the interpreting apparently lacks teachers, materials, and students. (2) At the T/I department level, the curriculum design has more learning hours for interpretation and does not separate interpretation from translation. Thus, the curriculum often includes a balanced proportion and interactive design of the courses for language-skill, knowledge, and translation-skill. In the first-year, students will mainly focus on sharpening language skills, and subsequently take translation courses and then interpretation courses. (3) At the foreign language department level, there has been a burgeoning boost in interpretation courses. The interviewed teachers all observed this boost that respective foreign language department at university has added more interpretation courses into their overall curriculum. In particular, English departments attempt to change their educational objectives. Applied foreign language departments aim to distinguish themselves from the traditional foreign language departments that largely focus on literature, and attempt at designing featured curriculum of their own. For example, many universities have offered two major tracks of elective courses, namely English teaching and T/I. (4) At the inter-disciplinary T/I program level, the programs are a newly-developed track for the IE. The programs can be designed for undergraduate or graduate students, enabling a recruitment of students from various disciplines.

　　Second, regarding the current industry-academia cooperation in interpretation, the internships are often in a short-term, at irregular intervals. At the graduate institutes, the IE curricula are practice-oriented, and emphasize that the graduates should be capable of meeting the needs of interpretation market. Thus, quite a few institutes offer credits for interpretation internship. At the undergraduate programs, there are relatively fewer opportunities for the interpretation internships in either T/I or foreign language departments. The courses thus offer mock interpretations across contexts to make students experience interpretation practice. Also, the instructors often organize speeches of interpretation practices given by the interpretation professionals in the industry, attempting at connecting students with the industry. Third, regarding the current research agenda of interpretation, there has been a progressive development in the interpretation industry and academia. This development brings in a broader range of research themes and methods, as well as a better understanding on the nature of interpretation communication and the latest update of interpretation practice. Despite the burgeoning interpretation curricula, there is simply a limited number of the interpretation researchers and research projects. This problem apparently calls for a proactive and concrete solution.

　　With the preliminary findings above, a few implications for the IE are provided, including (1) to clarify the instructional objectives at varying educational levels, and to improve infrastructure for the IE; (2) to offer a wider variety of languages and disciplines for the training of interpretation professionals; (3) to increase the industry-academia cooperation; (4) to foster development in the interpretation research agenda.