陳子瑋Chen, Tze-wei張荷青Chang, Ho-ching2019-09-032003-07-012019-09-032002http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22687250125%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/95870本文旨在探討不同語言能力與視譯訓練對視譯表現的影響，以期對視譯本身及如何改善其訓練有更進一步的了解。本研究的評估標準為：一 忠實度（fidelity）－又細分為誤譯（miss-interpretation）、刪減訊息（omissions）、怪中文（unnatural Chinese）等。二 順譯（ST chunking）－包括順句驅動（chunk-moving）、句構連結（chunk-connection）等。三 表達（delivery）－意指重複語（backtracks）、填充語（fillers）、停頓（pauses）、時間控制（time）等。主要的研究發現如下：一 視譯訓練在良好語言能力的輔助下可以造就最佳的視譯表現。二 對視譯表現而言，語言能力的影響高於視譯訓練。三 語言能力應為視譯訓練的基石。This research probes into the influence of subjects’ different language proficiency and Sight Translation training toward their Sight Translation performances, so as to learn more about Sight Translation and how to improve its training. The evaluation criteria in this research are: 1) fidelity, which is divided into miss-interpretation, omissions, and unnatural Chinese; 2) sight translation chunking, which includes chunk-moving, and chunk-connection; 3) delivery, which covers backtracks, fillers, pauses, and time. The major findings are: 1) sight translation training, with the help of high language proficiency, makes the best ST performance 2) language proficiency has more influence on ST performance than ST training 3) language proficiency should be the prerequisite of ST training.語言能力視譯訓練