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¡C©wĶ¦Wªk»P»y®Æ®w¸àÄÀªk §@ªÌ¡G§E §B ¬u ¡C§Ú°êºÓ¤h¯Z¤fĶ½Òµ{³W¹º»P¼ÒºA«Ø¥ß §@ªÌ¡G·¨ ©Ó ²Q ¡C¥xÆW½Ķ±Ð¾Çªº²~ÀV §@ªÌ¡G®] ñü ¬ü ¡C¤é¤¤¦P¨B¤fĶ±´°Q §@ªÌ¡G¥Ã ¥Ð ¤p ø ¡C±q¡u±ç¹ê¬î½Ķ¼ú¡vªºÄ¶¤å½Í^Ķ¤¤½Òµ{ªº±Ð¾Ç §@ªÌ¡G±ç ¥ß °í ¡C¤¤^³s±µµüÅ޿褧®t²§¹ï½Ķ¤§¼vÅT §@ªÌ¡GÃö¡@«ä¡]Ide Shizuka¡^ ¡C«H¹F¶®¤@¦Ê¦~ §@ªÌ¡G¶À ¤å ½d ¡C^¤¤µøĶ¿ù»~¤ÀªR»P±Ð¾ÇÃö«Y §@ªÌ¡G¦ó ¼z ¬Â ¡C¤j¾Ç³¡ªk¤å¤fĶ»Pµ§Ä¶±Ð¾Ç¤§µû¦ô §@ªÌ¡G¶À ©s Äõ ¡C¤j¾Ç³¡Â½Ä¶±Ð§÷±Ðªk¤§±´°Q §@ªÌ¡G±i ¤ô ¤ì ¡C¤fĶ¦p¦ó¶Ç¹F¨Ã¦æ»y¨¥ªº°T®§ §@ªÌ¡G³¯ «Û »¨ ©wĶ¦Wªk»P»y®Æ®w¸àÄÀªk¡G¦Wµü½Ķ¤§¹D ¡¶Top A Systematic Approach to Constructive Translation Process and Decision-Making µØ¤åªÀ·|¦p¦ó½Ķ¥~¨Ó¦Wµü¬O¤@Ó¬Û·í«n«o³Q©¿²¤ªº°ÝÃD¡A¥»¤å¤§¥Øªº¬O´£¥X¬ã¨s¦Wµü½Ķªº¤èªk¼Ò¦¡¡A¥H§@¬°¥¼¨Ó¬ã¨s¤§°ò¦¡C¬ã¨sªÌ±Ä¥Î¡u©wĶ¦Wªk¡vµo®i¼Ð·Çªº¡u©wĶ¦r¡v¡A¨Ã¥H¦¹¬°°ò¦«Ø¥ß¡u©w¦¡^º~µÄ¶ªí¡v¡A¬ã¨sµ²ªG¥i±æ¸Ñ¨M»OÆW¦a°Ï^¤å¤H¦WªºµÄ¶°ÝÃD¡A¨Ã¥B¯à°÷»P¤j³°¦a°ÏªºÄ¶¦r¬Û®e¡A¦³§Q©ó¥¼¨ÓµØ¤åªÀ·|ªº·|³q¡C¥»¬ã¨s¥ç«Øij±Ä¥Î¡u»y®Æ®w¸àÄÀªk¡v¸Ñ¨M³N»y½Ķ°ÝÃD¡A¨Ã±q¦Ó¾É¥X¤@ªù¡u¤å¤Æ½Ķ¾Ç¡v¡A¾ã¦X¥»¤g¤Æ¬ã¨s»Pª¾ÃѲ¾Â૬¬ã¨s¤§¶¡»Ø¡C·Ç¦¹¡A½Ķ¤£À³¬O¨ü¤H»´µø¨S¦³¬ã¨sÁZ®Äªº¤u§@¡A¦Ó¬O°í¹êªº°ò½Y¬ã¨s¡A¤]¬O¥»¤h¤å¤Æ¦V«eµo®iªº«n«´¾÷¡C¼vÅT¡C¶i¦Ó¤Ï¬ÙĶªÌªºªÀ·|¥\¯à¡C¦A¥H½Ķ¹Lµ{»P¹ïµ¦¬°»²¡A°t¦X¹ê»Ú±Ð¾Ç§Þ¥©¡A¨Ó¤Þ¾É¾Ç¥Í¹ï½Ķªº¦Ûı©Ê©M±Ó·P«×¡A¨Ã¯à«Ø¥ß¦h¤¸«ä¦Ò¼Ò¦¡¡A¹F¨ì·¾³qªº¥\¯à©Ê¡C¦¹¥~¡A¦³Ãö»~Ķµû¦ô¤ÀªR¡A±N¥[¥H»¡©ú¡C ÃöÁäµü¡G¤å¤Æ½Ķ¾Ç¡Aª¾ÃѲ¾Âà¡A©wĶ¦Wªk¡A»y®Æ®w¸àÄÀªk¡AµÄ¶¨t²Î¡C ABSTRACT In Chinese-speaking societies, how to translate foreign terms has been an important but neglected issue. According to the principle of "definite translation", this paper provides a set of Chinese words for translating foreign terms and establishes an English-Chinese transliteration table. The set of words and the table would help toward the improvement of translation of English names in Taiwan. The translation based on the set of words and the table is also compatible with the translation based on the systems adopted in the PRC. The method of "definite translation" would make a contribution to the promotion of the knowledge transfer among Chinese-speaking societies. The paper also notes that the "corpus-hermeneutic" method would remove some difficulties in translating foreign terms. A "science of cultural translation" based on the idea of "corpus-hermeneutic" translation would bridge the gap of indigenous researches and the knowledge transfer researches. Finally, the paper argues that translation must be treated as an important basis for the development of indigenous culture. Keywords : corpus-hermeneutic method, definite translation, knowledge transfer, science of cultural translation, transliteration §Ú°êºÓ¤h¯Z¤fĶ½Òµ{³W¹º»P¼ÒºA«Ø¥ß ¡¶Top The Teaching of Interpreting in a Graduate Program: Curriculum Planning and Framework Setting »²¤jĶ¬ã©Ò±Ð¾Ç¥Øªº¤Î¤è¦V¡A¦b¤fĶ²Õ¬O·|ij¤fĶ¡F¤fĶ²Õ¬O±M·~µ§Ä¶¡AÅý¾Ç¥Í¯àĶ¤@¯ë©Êªºµ§Ä¶¤å³¹¤Î±M·~ªºµ§Ä¶¡A¦p¤å¾Ç¡B¬ì§Þ¡Bªk«ßµ§Ä¶¡C½Òµ{¥Ø¼Ð¦b¨Ï¾Ç¥Í²¦·~«á¯à¦¨¬°±M·~·|ij¤fĶû©Î±M·~µ§Ä¶û¡A¾Ç¥Í²¦·~«á¯à°¨¤W¤W½u¡A¥ô¦ó¤å³¹±µ¤U¨Ó«á¡A¤£P¥¢±Ñ©Î¦³«¤j¥¢»~µo¥Í¡C¦]¦¹¾Ç¥Í²¦·~®É¡A¾Ç®Õ·|µ²¦X»{ÃҤξ·~»²¾É¡A¦A±N»²¾É»P¹ê°È¸gÅç¦^õX¨ì±Ð¾Ç³]p¤W¡C ¥»½×¤åºõn¦p¤U¡G 1.¾Ç¥ÍI´º»P¾Ç²ß°Ê¾÷½Õ¬d 2.®Ö¤ß½Òµ{ªº©w¸q»P³W¹º¥\¯à 3.¤fĶ§Þ¥©ªº°V½m¶iµ{ 4.®Ö¤ß½Òµ{»P©PÃä½Òµ{ªºÃö«Y 5.¤fĶ½Òµ{ªº³W¹º¼ÒºA ABSTRACT The purpose and direction of teaching at the Graduate Institute of Translation and Interpretation Studies at Fu Jen University is to train professional conference interpreters and translators. In the interpretation section, students are trained to become competent conference interpreters. In the translation section, students are given training in general translation skills as well as highly specialized fields that include literary, scientific and legal translation, etc. The objectives of the curriculum design is to equip students with the ability to apply their skills to the market immediately after graduation. They should be able to handle any conference and translate any text without failure or major mistakes. Following graduation from the institute, students are certified professionally, and given career counseling. The institute then applies the practical training experience to the design of its curricula and pedagogy. The outline of this paper is as follows: 1. Students background and motivation 2. The definition and functions of the core curriculum 3. The training schedule for interpretation skills 4. The relationship between the core curriculum and the peripheral courses 5. The framework for the planning of the interpretation courses »OÆW½Ķ±Ð¾Çªº²~ÀV ¡¶Top Teaching Translation in Taiwan ¥Ñ©ó½Ķ¾Ç¬O·s¿³¿³¾Ç¬ì¡A¦Ü¤µ©|¥¼¦³©ú½Tªº¨t¦W¡A¬Æ¦Ü¶È¦b°ê¤º¤j¾Çªº¥~¤å¨t¡B»y¤å¾Ç¨t¡B©ÎÀ³¥Î»y¤å¾Ç¨t¡A´£¨Ñ¤@¾Ç¦~©Î¥b¾Ç´ÁªºÂ½Ä¶½Òµ{¡A°ê¥~³o¾Ç¬ì¥ç¾D¨ì¬Û¦Pªº©R¹B¡A¦]¦¹¥»¤å°Q½×½Ķ¨t©e©}¦b³o¨Ç¨t¦W¤§¤U¡A¯à§_´£¨Ñ¥þ±ªºÂ½Ä¶¾Ç½dÃ¥? «Ø¥ß½Ķ¾Ç¤§¥Øªº¦Ó¬Ý¥X¾Ç®Õ½Ķ¨t½Òµ{¤§±Ð¾Ç¤èªk»P¨ä©ÒÂkÄݪº¨t¦W¬O§k¦Xªº¡C¦]¦¹¦U®Õ³]¥ß½Ķ¾Çªº¥Øªº¤]¥Nªí¦U®Õ³]¬ã¨sµo®iªº¤è¦V¡A¥Ñ¨äÂkÄݨt¦W¥i¬}µø¨ä±Ð¾Ç¤W¤§²~ÀV¡C ABSTRACT At a time, when translation as a discipline is still a comparatively new subject at an undergraduate level, any department planning a degree in translation needs to question about the aims, objectives and approaches to such a course. This paper sets out to explore some issues around these questions: It does not attempt to answer them. The phenomenon that in Taiwan the translation/interpretation courses are held in the universities under the Department of Foreign Languages and Literatures or other Departments that have the character of International Relations, where learning foreign Language is essential. This paper investigate whether translation courses given inthese departments can provide the learners the entire category of translation studies. It is an attempt to demonstrate that translation studies is indeed a discipline in its own right: not merely minor branch of comparative literary study, nor yet a specific area of linguistics, but a vastly complex field with many far-reaching ramifications. ¤é¤¤¦P¨B¤fĶ±´°Q ¡¶Top A study on Chinese-Japanese Simultaneous Interpretation ¹ï¤_¦P¨B¤fĶ¡A¤£¦Pªº»y¨¥²Õ¦X¬O§_¦³¤£¦Pªº°ÝÃD¦s¦b¡H¼Ú¬w¶Ç²ÎªºÂ½Ä¶²z½×¥D±i¤fĶ¬O±Nì¤åªº·N«äÅܦ¨¤@ºØ·§©À¥H«á¦A¦b¥Ø¼Ð»y¨¥¤¤¦A²{¡A¦]¦¹¤£¶·n¦Ò¼{Ó§O»y¨¥ªº°ÝÃD¡C¦ý¥L̬ã¨sªº«Ê¶H§¡¬°¦L¼Ú¨t»y¨¥¤§¶¡ªº²Õ¦X¡Cµ§ªÌ»{¬°¤¤¤é¤å¤fĶªÌ©Ò±Á{ªº°ÝÃDÁÙ¬O·|Ãö«Y¨ìÓ§O»y¨¥¤§¯S¼x¡C¨º»ò¡A¤¤¤é¤å¤§¤fĶ¦³¦ó¯S¼x¡A¥¦¹ï¤fĶ²£¥Í¦p¦ó¼vÅT¡A¦]ì¤å¤åÅ餧¤£¦P¡A¤fĶªºªí²{·|¨ü¨ì¦p¦ó°ÝÃD¡H³o½g½×¤å³z¹L¤¤¤é¤å¦P¨B¤fĶ¸ê®Æ±´°Q¦¹°ÝÃD¡C ABSTRACT Will different language combinations cause the different matter in a simultaneous interpretation? In European traditional interpretation theory, they maintain that there exists no particular difficulty unique to a certain language combination, because an interpreter grasps the overall sense of the text by conceptualizing the words spoken by a speaker. However, in most cases, such research only includes combinations of indo-European languages. The difficulties that a Chinese-Japanese interpreter face the interpretation processes do indeed have a lot to do with individual language characteristics. What are the characteristics associated with spoken Japanese or Chinese, how do they influence the interpreter's performance, and what matter will be caused by their style? This paper uses some examples of Chinese-Japanese simultaneous interpretations to illustrates the point of this issue. ±q¡y±ç¹ê¬î½Ķ¼ú¡zªºÄ¶¤å½Í^Ķ¤¤½Òµ{ªº±Ð¾Ç ¡¶Top Liang Shih-Chiu Translation Contest: A Pedagogical View ¥»¤å¹Á¸Õ±N½Ķ¼ú¤ñÁɪº§÷®ÆÀ³¥Î¨ì½Ķ½m²ß¤¤¡A¥H°l¨D°ª«~½è½Ķ¬°¥Ø¼Ð¡A¨Ï²z½×»P¹ê»Ú¬Ûµ²¦X¡A¨ä¦b±Ð¾Ç¤W¯àÀò±o§ó¦nªº¦¨®Ä¡C¤å¤¤±N¥H²Ä¤E©¡¡u±ç¹ê¬î¡v¤å¾Ç¼ú´²¤å½Ķ¤ñÁɪº¨â½gì¤å©MÀò±o²Ä¤T¦WªºÄ¶¤å¬°¹ê¨Ò¡A¶i¦æ¤ÀªR©M°Q½×¡C³Ì«áµ²½×«h«Øij±N³oºØ½m²ß¤À¤T¶¥¬q¸¨¹ê¨ì¾Ç®ÕªºÂ½Ä¶±Ð¾Ç¤W¡A¨Ï¾Ç¥Í³z¹L¹ê»Úªº¿i½m®Ö¹ï²z½×ªºÀËÅç¡A³v¨B²`¤J½Ķªº»â°ì¡A¥Ñ¦¹¤£Â_´£¤ÉÓ¤HªºÂ½Ä¶§Þ¥©©M¤ô·Ç¡A¥H¬°±N¨ÓÄm¨Â½Ä¶¤j·~°µ·Ç³Æ¡C ABSTRACT This paper tries to apply the textual material of the Translation Contest to translation education, hoping to achieve a better effect and higher level through combining theory and practice. The two prose in translation contest of the Ninth Liang Shih-chiu Literary Award and the Chinese versions of the third place winner will be selected as samples for analysis and discussion. In conclusion, this paper advocates to take more advantage of pedagogy of this kind to help students lay a good foundation for practical translation in the future. ¤¤^³s±µµüÅ޿褧®t²§¹ï½Ķ¤§¼vÅT ¡¶Top Connectivity in Chinese -English interpretation ¦b¤¤^¤fĶ¤¤¡A°£¤F¤å¤ÆI´ºªº®t²§¥~¡A³o¨âºØ»y¨¥¦b¥y¤lµ²ºc¤Wªº¤£¦P¤]³y¦¨§xÂZ¡C¤¤¤å¥y¤l¦U¦¨¥÷ªºÃö«Y¤j³¡¤À¾a·N«äªº³s³e¡A§Y·N¦X¡A¦Ó^¤å¥y¤l«hn¨Dµ²ºc¤Wªº§¹¾ã¡A§Y§Î¦X¡C¤@¯ë¤¤¤å¥y¤l¬Ý¦ü¨Ã¦Cªºµ²ºc¡A¦b½Ķ®É±`¥H¨Ã¦CÃö«Y³B²z¡CµM¦Ó¡A¥Ñ©ó^¤å¥y¤lªºµ²ºcª½±µ¤Ï¬M·§©Àªº¥D¦¸¡A¦³®É¥H±qÄÝÃö«Y¨Óªí¹F·|§ó²M·¡¡C±ä³{¨j³Õ¤h¥H¨¥½Í¤ÀªR¡A±N¤¤¤åÂk¯Ç¬°---¨¥½Í¾É¦V«¬ªº»y¨¥¡A¥y¤l¥u¬O¤@¬q¨¥½Í³æ¤¸ªº¤@³¡¤À¡A¦Ó¨¥½Í³æ¤¸«h¬O¦b¦P¤@Ó¥DÃD¤U«e«á³sôªº´XÓ¥y¤l©Òºc¦¨¡C¦p ¡§³o´Ê¾ð(¥DÃD)¡Aªá(¥DÃD)¤p¡A¸¤l(¥DÃD)¤j¡A«ÜÃø¬Ý¡A©Ò¥H§Ú¤£¶R¤F¡¨¥H¨¥½Í¬°¤¤¤ßªº»y¨¥¡A¦b¤º®eµ²ºc¤W±o¦Ò¼{¦P¤@¥DÃD³sÂê (topic-chain)¤Uªº©Ò¦³¥y¤l¡C³o·§©À¦³§U©óĶªÌÂç²M¤¤¤å¥y¤l»y·N¤¤ªºÃö«Yµ²ºc¡A»P¤F¸Ñ¥y¤lùتº¨Ã¦C¦¡°O¸¹¡u¹s¡v§@¬°³s±µµü¦aªº¥\¯à¡A¦b¤¤Ä¶^®É¡A«ê·í¦a¥H¨Ã¦Cµ²ºc©Î±qÄÝÃö«Yªí¹F¤º®e¡A¨ÏĶ¤å²Õ´ÄY±K¡A¥D¦¸¤À©ú¡C ABSTRACT Professional interpreters, in comparison to students, tend to produce texts which are more user-oriented with increased cohesion or connectivity, thus stating concepts and relations more explicitly than the source text producer did. In Chinese-English translation, inherent differences in cohesive devises often result in the interpretation of seemingly parallel clauses in the Chinese text as symmetrical relations instead of hierarchical representations. A plausible alternative to grammatical or semantic equivalence in interpretation is found in the notion of the Chinese sentence as being topic/comment in structure or a topic chain. Within the sentence, connectivity is often represented by the zero anaphora, e.g. nei-ke shu ZERO hwa syau, ZERO yezi da, ZERO hen nan-kan, swoyi wo nei mai ZERO ("The tree (topic), (its) flowers were small. (Its) leaves were big. (It) was ugly. So I didn't buy (it).") Applying this notion to translation, the process would involve analyzing the topic chain of the Chinese sentence to form a mental configuration which is to be reconstructed in syntactical English sentences to produce this rendition: "I did not buy the plant because it looks ugly with small flowers and large leaves.'' Therefore, the unmarked connectives in the Chinese sentence may imply either symmetrical or asymmetrical relations between concepts, and this warrants corresponding coordination or subordination in the English translation. «H¹F¶®¤@¦Ê¦~ ¡¶Top The Three Principle of Translation ¤@¦Ê¦~«e¡AÄY´_¥ý¥ÍĶ»®E¾¤¡§¤Ñºt½×¡¨¡A¦b§Ç¤¤¹D¤Î¡G¡yĶ¨Æ¤TÃø:«H¡B¹F¡B¶®¡C¡z¦Û¦¹¥H«á¡A±q¨Æ½Ķ¤u§@ªº¤H©^¬°¦c¯å¡A¥H¨än¨¥¤£·Ð¡A«á¤H´L¬°Â½Ä¶ì«h¡C®É¦Üªñ¥N¡A³o¶µì«h¨ü¨ì¬D¾Ô¡A¹ï¡§¶®¡¨»~¸Ñ¤×²`¡A¸s°_½èºÃ¡A©Î¨ú¥L¦r¥H¥N¡A©Î¥H¡§»y¨¥ªº¾y¤O¡¨§@·s¸Ñ¡A¬Æ©Î¥H¥þ½L±À½¬°§Ö¡C§@ªÌªvĶ¦h¦~¡A»{¬°ÄY¤S³®«Y¨üªk¾§¥jÀL¡y¯u¡Aµ½¡A¬ü¡z¤§¼vÅT¦Ó±o¡C¥H¡y¬ü¡zÄÀ¡y¶®¡z¡A±f´XºÃ§x¥i¸Ñ¡A²³½×¥i®§¤â¡C ABSTRACT Translators must be principled, and they must have standards which are uniformly observed throughout a national culture. Mr. Yan Fu, a famous scholar in Chin Dynasty, who have made three principles of translation, namely: Faithfulness Expressiveness, and Elegance Since 1896, Yan's principles have been practiced by his followers, but, as time passed, his criterions have been challenged, especially to the third principle- Elegance. From a long time studies and practices, this author believed that Yan's standards were inspired by Cousin's Du Vrai, Du Bieu, et Du Beau, Elegance means Beauty. Thus, it is not easy to cancel or supersede it in translating works. One hundred years have passed since Mr. Yan's principles of Translation began on appear, and we still have far to go. ^¤¤µøĶ¿ù»~¤ÀªR»P±Ð¾ÇÃö«Y ¡¶Top Binary Error Analysis of Sight Interpretation from English ¥»½g½×¤å¥Dn±´°Q^¤¤µøĶ¹ïÀ³¿ù»~(binary errors)¡A¿ù»~ªºì¦]¥H¤Î¸É±Ïªº¿ìªk¡Cº¥ý»¡©ú¹ïÀ³¿ù»~»P«D¹ïÀ³¿ù»~(non-binary errors)ªº°Ï¤À¡A¥H¤Î°¼«¹ïÀ³¿ù»~ªºì¦]¡A¨ä¦¸»¡©ú¸ê®Æ»`¶°ªº¤èªk¡B±µ¤U¨Ó³ø§iµ²ªG¡A¨Ã±N¹ïÀ³¿ù»~¾ã²z¤ÀÃþ¡B¨Ã§e²{¹ê¨Ò¡BµM«á±´°Q¨C¤@¶µ¿ù»~ªº¥i¯àì¦]»P±Ð¾Ç¤W¦]À³¤§¹D¡A³Ì«á¨Ã´£¥X©¹«á¬ã¨s¤Î±Ð¾Çªº«Øij¡C ABSTRACT Translation and interpretation errors have been identified and classified into different categories by may scholars and teachers with a view to helping students or trainees avoid making similar errors. The paper focuses on the analysis of binary errors in Sight Translation from English into Chinese. Based on possible reasons for errors, these binary errors are identified and classified into nine categories, namely, lack of common sense, compounds and phrases, miss the humor, wrong assumption, syntactical difficulty, unfamiliar usage, cultural reference, collocation problem, carelessness. Research and pedagogical implications are presented at the end of the discussion. ¤j¾Ç³¡ªk¤å¤fĶ»Pµ§Ä¶±Ð¾Ç¤§µû¦ô ¡¶Top Teaching Assessment of Translation and Interpretation in the French Department of Undergraduate Course in College Å¥»¡Åª¼g¥|ºØ¯à¤O¤@ª½¬O¥~»y±Ð¾ÇP¤O¹F¦¨ªº¥Ø¼Ð¡C¤fµ§Ä¶¤§²§¦P¦b»y¨¥±Ð¾Ç¤W¥iµo´§¬Û»²¬Û¦¨ªº§@¥Î¡C¥»¤åÀÀ´Nªk¤å¨t¾Ç¥Í¹ï½Ķ½Ò¡]¤fµ§Ä¶½m²ß¡^¤§ºA«×¡B»Ý¨D©M´Á±æ°µ¤@±´°Q¡A¨Ã¹ïè°_¨Bªºªk¤å¤fĶ½Ò¤§°V½m¤è¦¡»P¾Ç²ß¦¨ªG°µªì¨Bªºµû¦ô¡C³Ì²×¥Øªº¬O¹ïªk¤å½Ķ½Ò¶i¦æ¾ãÅ餧±Ð¾Ç³W¹º¡A¶i¦Ó´£ª@¾Ç¥Í¤§»y¨¥¯à¤O»P½Ķ¤ô·Ç¡C ABSTRACT The focus of foreign language teaching has always been listening, speaking, writing, and reading. The teaching of translation and interpretation can complement language teaching. This paper aims to study the expectations and needs of students studying translation and interpretation in the French Department. It also aims to conduct a preliminary assessment of the pedagogy of French Interpretation, a course that has just been introduced into the curriculum. The ultimate goal of this study is to conduct comprehensive planning of translation courses in the French Department so as to enhance the linguistic competence and translation ability of students. ¤j¾Ç³¡Â½Ä¶±Ð§÷±Ðªk¤§±´°Q ¡¶Top On Teaching Materials and Teaching Methods for Translation of Undergraduate Courses in College ¦¨¥\ªºÂ½Ä¶±Ð¾Ç¥²¶·Ê¿à¨}¦nªºÂ½Ä¶±Ð§÷¤Î±Ðªk¡A¦]¦¹ºë¿ï±Ð§÷»Pµ½¥Î±Ðªk¬O´£°ªÂ½Ä¶±Ð¾Ç¦¨®ÄªºÂù««ü¼Ð¡A¨âªÌ¤£¦ý¬Ò¤£¥i©Î¯Ê¡A¦Ó¥BÀ³ªïÀY´±¤W®É¥N¡C´Nºë¿ï½Ķ±Ð§÷¦Ó¨¥¡A¥²¶·²z½×»P¹ê¥Î¨Ã«¡B¤@¯ë»P±M·~ÝÅU¡F¥]¬A¤Jªù½Ķ²z½×¡B±M·~½Ķ²z½×¡B¤@¯ë½Ķ½d¤å¡A¤Î±M·~½Ķ½d¤å¡A¦p¦¹¤~¯àÀò±o¨ãÅ骺½Ķ±Ð¾Ç¦¨ªG¡C´Nµ½¥Î½Ķ±Ðªk¦Ó¨¥¡A¥²¶·±j½Õ±Ð¾Ç¥Ø¼Ðªºµo´§¤Î±Ð¾Ç¬¡°Êªº¸¨¹ê¡F¥]¬AÉ«»y¨¥¾Ç¡A^»y±Ð¾Ç¤Î¶Ç¼½¾Ç¥H¼W±j½Ķ±Ð¾Ç¥Ø¼Ðªº®ÄªG¡A¦P®É¥²¶·ÄY®æ°õ¦æ½Ķ±Ð¾Ç¬¡°Êªº°V½m¡B´úÅç»Pµû¶q¡F¥]¬A¦UºØ»yªkªºÄ¶¨Ò»¡©ú¤Î¤£¦PĶªkªºÄ¶¨Ò»¡©ú¡A¦p¦¹¤~¯à¯u¥¿¹F¦¨¤@¬yªºÂ½Ä¶±Ð¾Ç«~½è¡C ABSTRACT Successful translation teaching has to rely on appropriate texts and correct teaching methods for translation; Therefore, selecting best teaching materials and making good use of teaching methods are the two tenets to enhance translation teaching effect. The two tenets should be not only equally emphasized but also modernized. On the way of selecting best teaching materials for translations, there are two principles as guides; 1. Equal portion for theory and application, 2. Balanced emphasis on the general and the professional--- that is, texts must include advanced and professional theories in addition to basic and high-level examples. In this way we can be led to the concrete progress in translation teaching effect. On the way of making good use of teaching methods, correct teaching methods extremely stress the development of teaching goals and the accomplishment of teaching activities, inclusive of linguistic illustrations, English teaching, and the use of the press for greater translation effect. Furthermore, teachers have to cultivate careful adherence to the practice of training, testing and evaluation programs for different syntax usage and various translation methods to truly attain our goals for superb translation teaching quality. ¤fĶ¦p¦ó¶Ç¹F¨Ã¦æ»y¨¥ªº°T®§ ¡¶Top Paralanguage as a Semantic Factor in Oral Interpretations µL½×¬O±q¨Æ¤fĶ±Ð¾Ç©Î¬O¹ê»Ú¾á¥ô¤fĶ¡A»Ýn«Ø¥ß¹ï©ó¤fĶ¹Lµ{·í¤¤»y¨¥³¡¥÷(verbal parts)»P«D»y¨¥³¡¥÷(nonverbal parts)ªº±Ó·P«×¡C»y¨¥³¡¥÷¥Dnªº¤Á¤JÂI¬O°T®§ªº¤º®e¬O¤°»ò(what)¡A¦Ó«D»y¨¥¥÷¥Dnªº¤Á¤JÂI¬O°T®§ªº¤º®e¬O«ç»ò¼Ë(how)ªí¹Fªº¡C¤fĶ©¹©¹«µø»y¨¥³¡¥÷ªº°T®§¶Ç¹F¡A¦Ó©¿²¤¤F«D»y¨¥³¡¥÷ªº°T®§¶Ç¹F¡C¦b«D»y¨¥³¡¥÷ªº°T®§¶Ç¹F·í¤¤¡A¨Ã¦æ»y¨¥(paralanguage)¬O¤@¶µ«nªº¦]¯À¡C©Ò¿×¨Ã¦æ»y¨¥¡A®Ú¾Ú«D»y¨¥¶Ç¼½¾Ç(nonverbal communication)¾ÇªÌªº©w¸q¡A«üªº¬O»y¨¥·í¤¤ªºÁnµ°ª§C(pitch)¡A§ÖºC(pace)¡Aµ¶q¤j¤p(volume)¡A°±¹y(pause)¡A±j½Õ(stress)¡A¥H¤Î¾ãÊ^ªí¹F·®æ¤Wªº§í´¹y®À(intonation)¦Ó¨¥¡C¥¦ªº¹B¥Î¤è¦¡ª½±µ©Î¶¡±µ³£·|¶Ç¹F»¡¸Ü¤Hªº·P±¡»P«ä·Q¡A¤×¨ä¬O»¡¸Ü¤Hªº¥ø¹Ï¤è±¡C ¤fĶ¶Ç¹F¨Ã¦æ»y¨¥¥²¶·¯d·N컡¸Ü¤Hªº¥ø¹Ï¡A¤~¯à¥H§¹¾ã¦Ó¥¿½Tªº»y½Õ(tone)Ķ¥X컡¸Ü¤H¯u¥¿nªí¹Fªº°T®§¡C¦]¬°¤fĶ¦pªG¥uĶ¥X»y¨¥³¡¥÷¡A¦Ó¨S¦³Ä¶¥X¨Ã¦æ»y¨¥ªº³¡¥÷¡A¥i¯àµLªk§¹¾ãĶ¥X컡¸Ü¤Hªº°T®§¡A¬Æ¦Ü©ó»~Ķ¤F컡¸Ü¤Hªº°T®§¡C¦]¦¹¡A¤fĶ¦b¦]À³»y¨¥³¡¥÷»P¨Ã¦æ»y¨¥³¡¥÷¨âªÌ¤§¶¡¤¬°Êªº±¡ªp®É¡A¤@©wnª`·N¥ý°Ï¤À¤U±¥|ºØ¤¬°Êªº¥i¯àÃþ¶µ¡Ð (1)¥¿±ªº»y¨¥°T®§»P¥¿±ªº¨Ã¦æ»y¨¥ªí¹F¡C (2)¥¿±ªº»y¨¥°T®§»Pt±ªº¨Ã¦æ»y¨¥ªí¹F¡C (3)t±ªº»y¨¥°T®§»P¥¿±ªº¨Ã¦æ»y¨¥ªí¹F¡C (4)t±ªº»y¨¥°T®§»Pt±ªº¨Ã¦æ»y¨¥ªí¹F¡C ¥H¤W¥|ºØÃþ¶µ¡A²Ä¤@Ãþ¶µ»P²Ä¥|Ãþ¶µªº¤@P©Ê¸û°ª¡A¤fĶ¤ñ¸û¯à°÷´x´¤¥¿½T¦Ó¾A·íªº°T®§¶Ç¹F¡F¦Ó²Ä¤GÃþ¶µ»P²Ä¤TÃþ¶µ¡A¤fĶn´x´¤ªº¬O¨Ã¦æ»y¨¥ªº°T®§¶Ç¹F¡A¦Ó¤£¬O»y¨¥ªº°T®§¶Ç¹F¡A¤~¤£·|»~¸Ñ¤F컡¸Ü¤Hªº¥ø¹Ï¡A¥HP©ó»~¾É¤F©ÒªA°Èªº¹ï¶H¡C ¤fĶ¹ï©ó¡u±N¤ß¤ñ¤ß¡vªº¨Ã¦æ»y¨¥±Ó·P«×ªº«Ø¥ß»P¿i½m¡A°£¤F¦b±Ð«Çùرס©·|¸Ü¤ÀªR¡ª©Î¡©ÅªªÌ¼@³õ¡ªµ¥½Òµ{¨Ó¾Ç²ßÁnµ»P·P±¡ªºªí¹F¥H¥~¡A±q¹ê»Ú¤H¥Íªº¤H»Ú·¾³qªº¾\¾ú¤W±¤]³£¥i¥H§ä¨ì¦p¦ó¥¿½T¦Ó¤S§Ö³tªº¶Ç¹F¨Ã¦æ»y¨¥ªº¤èªk¡C¨Æ¹ê¤W¡A®Ú¾Ú¤HÃþ»y¨¥µo®iªº¾ú¥vy¸ñ¨Ó¬Ý¡A¨Ã¦æ»y¨¥¦©ó»y¨¥¤å¦rªº¥X²{¡A¥¦¤]¬O°Ï¤À¤fĶ»Pµ§Ä¶³Ì¥Dnªº¦]¯À¤§¤@¡C ÃöÁäµü¡G ¤fĶ¡B¨Ã¦æ»y¨¥¡B»y¨¥¦æ¬°¡B»y·N¶Ç¼½¾Ç¡B«D»y¨¥¶Ç¼½¡C ABSTRACT One of the major factors in differentiating interpretation from translation is paralanguage. In the academic field of Nonverbal Communication, "paralanguage" deals with how something is said rather than what is said. These vocal cues, including pitch , pace , volume , pause , stress , and intonation , among others , reflect a genuine intention of a speaker in his/her speech act in terms of mood and emotion , and , in turn , express an accurate meaning of the words being uttered. It is particularly significant for an oral interpreter rather than a translator to remain alert in interpreting the message of the "paralanguage" in addition to that of the "language" part while assuming his/her role as a competent interpreter on the spot because failing to render accurately and articulately the paralanguage from the source language into the target language will lead to an immediate incompleteness and misunderstanding of the meanings of the messages being expressed . This paper suggests four possible language-paralanguage combinations with practical examples: 1) messages expressed in positive language with positive paralanguage, 2) messages expressed in positive language with negative paralanguage, 3) messages expressed in negative language with positive paralanguage, and 4) messages expressed in negative language with negative paralanguage, with a view to emphasizing that it is the paralanguage as a semantic factor that determines the real meaning of an original speaker's utterance for which a cautious oral interpreter should be totally responsible. Since paralanguage is basically oral and vocal, it is an obvious factor that differentiates interpretation from translation. In its pedagogical sense to approach the training of paralanguage in interpretation, this paper suggests relevant courses on Conversational Analysis and Readers Theatre as found in speech communication and drama education to strengthen the interpreter's sensitivity to it. Key words¡Ginterpretations, paralanguage, speech act, speech communication, nonverbal communication ¸ê®Æ´£¨Ñ¡G»OÆW½Ķ¾Ç¾Ç·| |
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