口译形成性评估案例分析

A Case Study of Formative Assessment of Interpreter Trainees

口译教学中往往对学生语言表达的准确度、译语发布的流利程度、交际策略使用的灵活程度等进行一次性评估,但口译质量受制于具体交际语境下相关任务的要求、译员重构的译语语篇及翻译操作过程中的应对方法等。"一考定成绩"难免有失偏颇,而且教学双方都无从了解技能掌握和提高的轨迹。本文拟讨论通过建立小型视译练习语料库,对由学生自己誊写和分析的译语语料进行有关断句、停顿、衔接问题的标注,再对这种小型语料库进行分析,藉此了解学生视译技能发展情况并及时调整教学方案。实证研究表明,这种动态的、有的放矢的口译形成性评估能及时提供反馈并提高教学训练绩效。希望此研究能对口译教学改革带来一些有益的启示。

In interpreting teaching program, assessment is done once for all according to the accuracy of meaning - transfer, fluency and flexi- bility of using strategies. However, quality is influenced by specific task in specific context and coping tactics. The once - for - all assessment is by no means objective or comprehensive. This study approaches formative assessment of student interpreter＇ s sight translation performance by way of exercise corpus analysis which demonstrates the learning curve of student interpreters by documenting pauses frequency, error frequency and reasons for those pauses and errors. Time - consuming though, it helps instructors and students do their own strength and weakness analysis and improve in- terpreting teaching performance.