以能力冰山模型探討跨系翻譯學程之定位、目標與內涵
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Date
2011/08-2012/07
Authors
汝明麗
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Abstract
自1990年代後期開始，國內高等教育開始出現學程化課程的概念，希冀打破過去以各學系主導之課程設計模式，讓學生有機會修習跨領域的課程，培養跨領域的通才能力，以因應整體社會、經濟快速變遷與多元發展的趨勢。同樣在過去10餘年間，翻譯課程也在各大專校院如雨後春筍般興起，除了六間翻譯系所之外，全國共計44所英/外文系與75所應用英/外語系中，也有99個系同時開設口筆譯課程。而為了配合前述培養跨領域人才的教育目標，部分翻譯和英/外語系所開始推出翻譯學程，開放非英/外語系的大學生與研究生選修。這些跨系翻譯學程的簡介中多強調培養跨領域人才與專業翻譯能力，但究竟針對非翻譯/外語背景的修課同學，翻譯學程的定位、教學目標及內涵應如何設計，目前尚未見相關的檢討與研究。本計劃從管理學中人力資源管理的能力(competence)概念出發，採用Spencer & Spencer (1993)的能力冰山模型來檢視目前各跨系翻譯學程的定位、目標與內涵。根據Spencer & Spencer (1993)的能力冰山模型，能力可以區分為五種基本特質：動機、特質、自我概念、知識以及技巧。其中動機與特質，往往潛藏於冰山底部，較不易探知、發展與評估。而知識與技能則浮於海面上，屬於看得見、也較容易藉由訓練來發展的特質。介於這兩層之間，潛伏於海面下的則是自我概念(價值觀、態度)。本計劃擬兼採量性與質性的研究方法，首先蒐集相關文獻、各大專校院的跨系翻譯學程資料做現況分析，其次採用問卷調查修課學生對課程定位、目標的認知，並藉由預試(pilot test)及統計方法來確保問卷的信度。之後再進行質性訪談，邀請跨系翻譯學程課程規劃委員以及非語言科系的修課同學就課程定位、目標與內涵交換意見，以補強量化問卷結果不足之處，並提昇整體研究計畫的效度。根據調查與訪談結果，本計劃將就目前已設置的跨系翻譯學程做一初步的評估，並提出具體建議，提升此等課程的教學成果。
Since the late 1990s, special interdisciplinary programs have been launched on college campus as an attempt to promote interdisciplinary studies, thus developing more generic talents who are capable of meeting the demand brought about by rapid and diverse changes in the overall economy and society. These very same changes in society have also prompted people in both the public and private sector to place greater emphasis on college students and graduate students’ ability to engage in cross-cultural communication in foreign languages. English-Chinese translation and interpretation training programs have thus been set up at both the undergraduate and postgraduate levels so as to develop more proficient English speakers as well as translators and interpreters.Little is known about these students’ motives in signing up for the special T&I programs； nor is there much information about whether the instructors are aware of the diversity in their classrooms and how the diversity would impact the design of such T&I courses.This study begins with an examination of the current state of these programs, including the rationale behind them, the process by which the programs were set up in the first place, how the curricula are designed, what teaching goals the instructors have in mind, and the background of students who have been enrolled in these programs. A survey will then be performed to look into the students’ motives in attending these programs, and a comparison will be made between those who are English majors and those who are not.Semi-structured interviews of selected instructors, program designers, and students will follow so as to complement the insufficiency of information obtained from the survey. The design of both the questionnaire and the interview guidelines will revolve around the concept of competence as proposed in Spencer and Spencer’s iceberg model. The iceberg model defines competence as the combination of five characteristics, knowledge, skills, self-concept, personal traits, motives. The study based on related literature will adapt the model to include three main characteristics instead: translation knowledge, translation skills, and attitudes toward translation.
Since the late 1990s, special interdisciplinary programs have been launched on college campus as an attempt to promote interdisciplinary studies, thus developing more generic talents who are capable of meeting the demand brought about by rapid and diverse changes in the overall economy and society. These very same changes in society have also prompted people in both the public and private sector to place greater emphasis on college students and graduate students’ ability to engage in cross-cultural communication in foreign languages. English-Chinese translation and interpretation training programs have thus been set up at both the undergraduate and postgraduate levels so as to develop more proficient English speakers as well as translators and interpreters.Little is known about these students’ motives in signing up for the special T&I programs； nor is there much information about whether the instructors are aware of the diversity in their classrooms and how the diversity would impact the design of such T&I courses.This study begins with an examination of the current state of these programs, including the rationale behind them, the process by which the programs were set up in the first place, how the curricula are designed, what teaching goals the instructors have in mind, and the background of students who have been enrolled in these programs. A survey will then be performed to look into the students’ motives in attending these programs, and a comparison will be made between those who are English majors and those who are not.Semi-structured interviews of selected instructors, program designers, and students will follow so as to complement the insufficiency of information obtained from the survey. The design of both the questionnaire and the interview guidelines will revolve around the concept of competence as proposed in Spencer and Spencer’s iceberg model. The iceberg model defines competence as the combination of five characteristics, knowledge, skills, self-concept, personal traits, motives. The study based on related literature will adapt the model to include three main characteristics instead: translation knowledge, translation skills, and attitudes toward translation.