The results of the existing study indicated that the IM is a feasible alternative
method for teaching English as a foreign language at an intermediate level to students
who have diverse language and interpretation backgrounds. The students prefer the
Basic Interpretation to other English courses because it is interesting and fun, it made
them concentrated all the time, and the learning results are easily noticeable. IM can enhancestudents’pronunciation, public speaking, reading comprehension, listening
comprehension, interpretation, and communication skills in English. Based on the instructor’sobservation ofthestudentstaking thetests,studentswho havelearned in
the IM systematically and attended classes regularly outperformed those who have
missed several classes. In other words, there was an obvious correlation between
learning in the classroom and testing results at the end of the semester. Students all said:“Welovethiscourseand we would like to take it again if you offer it next
semester with a new course number.”Diversity is the key. Diverse learning materials and training tasksshould beused to arousestudents’interestin learning.Thetraining
material should cover diverse topics and should be easy and interesting enough for
students to learn but not so difficult as to frustrate them. Earlier studies indicated
(Chen, 2007, Chen, 2008), training processes should be in the form of a sandwich that
include warm-up, workout, and cool-down. Training tasks and materials should be
recycled to enable students to concentrate on the development of their pronunciation
skills, public speaking skills, interpretation skills, and paralinguistic skills.
Students should be empowered to choose the most challenging tasks and materials
they can handle in the tests. The sky is the limit. It is surprising to see how students
can interpret difficult materials consecutively or simultaneously at the end of the
semester. This study is limited in that it used qualitative research method and data werecollected through classroom observation and students’written and oraloutput,
none of them are quantifiable. Researchers are encouraged to use quantitative research
methods in future studies.
COCLUSION
The results of the existing study indicated that IM is an interesting alternative of
interpreter training and foreign language teaching. This study is significant in that
interpretation courses have been offered to undergraduate students who are not
foreign languages majors throughout the world; in addition, computers have been
used more and more often in interpreter training laboratories, however little research
has been available that investigated their implications. It is hoped that this existing
study may shed like on both interpreter training and foreign language teaching. This
existing study has methodologically investigated the theoretical basis, training task structuring,training materials,testing and evaluation,and students’reactions.
Researchers are encouraged to use this unique interpreter training approach in their
specific settings and students to determine its effectiveness. In addition, EFL
instructors are encouraged to use this unique language teaching methods in their
English classes with students of different language levels or use it as an alternate
language learning methods in addition to using the other language learning methods.
REFERENCES
Allan, G. (2003). A critique of using grounded theory as a research method, Electronic
Journal of Business Research Methods. 2(1), 1-10.
Chen, S. J. (2007). Computer assisted interpreter training, a pilot study. A paper
presented at NUCITTA Conference at the University of New Castle upon Tyne,
2007.
Chen, S.J. (2008). Computer Assisted Interpreter Training---A Taiwan Case Study. A
paper presented at TILS 2008 at the University of Macerata, Italy.
Chang, C. C. (2006). The creation of an online learning community in interpreter
training. Di shi yi jie tai wan kou bi yi jiao zi guo ji
yan tao hui lun wen ji (The Proceedings of the 11thInternational
Translation and Interpretation Conference in Taiwan), 143-151.
Herber, H., & Herber, J. (1993). Teaching in content areas with reading, writing,
and reasoning. Needham Heights, M.A: Allyn & Bacon.
Hogan, K., & Pressley, M. (1997). Scaffolding student learning: Instructional
approaches & issues. Cambridge, M.A: Brookline Books, Inc.
Guo li tai wan shi fan da xue fan yi yan jiu suo & tai wan
jing ji yan jiu yuan. (2004). Xing zheng yuan xin wen ju tai
wan fan yi chan ye xian kuang diao cha yan jiu zong jie
fen xi bao gao .tai bei (Graduate Institute of Translation and
Interpretation, National Taiwan Normal University &
Taiwan Institute of Economic Research. (2004). A Report on the Current
Situations of the Translation Industry in Taiwan. Taipei: The Government
Information Office of the Executive Yuan, ROC ).
Jalón, B; Jesús, IAA; Olaguíbel, MP. (2004). Salamanca: Ediciones universidad de
Salamanca, . Materiales para interpretacion consecutiva y simultanea (aleman,
frances e ingles) (CD-ROM), Salamanca: Ediciones Universidad de Salamanca,
Spain.
Miller, N. E., & Dollard, J. (1941). Social learning and imitation. New Haven: Yale
University Press.
Motta,M.(2006)‘A blended tutoring program for interpreter training’,in C.
Crawford, D. Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price & R. Weber
(Eds). Proceedings of Society for Information Technology and Teacher
Education International Conference , Chesapeake VA: AACE, 476-81.
Sandrelli, A. (2001). Teaching liaison interpreting: Combining tradition and
innovation. Triadic Exchanges. I. Mason (Ed.). Manchester: St Jerome
Publishing. 173- 196.
Sandrelli, A. (2003). New Technologies in Interpreter Training: CAIT. Textologie
und Translation. H. Gerzymisch-Arbogast, E. Hajicová & P. Sgall, Z.
Jettmarová, A. Rothkegel, D. Rothfuß-Bastian (Eds.). Tübingen: Gunter Narr
Verlag (Jahrbuch Übersetzen und Dolmetschen 4/II). 261-293.
Sandrelli, A. & Jerez, M. (2007). The Impact of Information and Communication
Technology on Interpreter Training .The Interpreter and Translator Trainer 1(2),
269-303.
Strauss, A. and Corbin, J. (1990). Basics of qualitative research: Grounded theory
procedures and techniques. Thousand Oaks, CA: Sage Publications.
Strauss, A. & Corbin, J. (1998). Basics of qualitative research: Techniques and
procedures for developing grounded theory. (2nd ed.). Thousand Oaks, CA:
Sage.
Tharp, R. & Gallimore, R. (1988). Rousing minds to life. New York: Cambridge
University Press.
Vygotsky, L. S. (1978). Mind and society: The development of higher mental
processes. Cambridge, MA, Harvard University Press.
Wang, L. S. (2006). Lao wai jiao ni shuo ying yu shi zhan ying
yong pian (Putting Everyday English into Practice). Taipei: xi bo lun
gong si.
Internet References
Dawrant, A. & Hong, J. (2001). Conference interpreting in Mainland China.
Retrieved on November 20, 2007 from
http://www.aiic.net/ViewPage.cfm?page_id=365
Sandrelli, A. & Hawkinsi, J. (2006). Computer Assisted Interpreter Training (CAIT):
What is the Way Forward? Retrieved on July 30, 2009 from
http://www.upf.edu/bolonya/obolonya/titulac/upf/trad/docs/cait.pdf
Yang, C. S. (2002). Kou yi jiao xue de shu wei hua yu wang lu
hua. (Digitalizing and Online Interpreter Training). Retrieved on July 30, 2009
from http://www.itbi.edu.tw/
Yang, C. S. (2003a). Kou yi de wang lu jiao xue ：shi ti ke tang yu
xu ni ping tai de hu dong guan xi (Online Interpreter Training:
The Interactions Between Real Classrooms and Virtual Classrooms).
Retrieved on July 30, 2009 from http://www.itbi.edu.tw/
Yang, C. S. (2003b). Tai wan yin ying quan qiu hua qu xiang de
kou yi ren cai pei xun fang an jie an bao gao shu (A
Project Report on the Training of Interpreters for Taiwan to Meet the Needs of
Globalization). Retrieved on July 30, 2009 from http://www.itbi.edu.tw/
國科會補助出國參加研討會結案報告
報告人：陳聖傑
職稱單位：副教授
任職單位：國立台灣科技大學應用外語系
國科會補助專題
國科計畫「運用電腦輔助口譯訓練於非外文系口譯教學」
案號；97-2410-H-011-012-研討會舉行地點：波蘭波茲南 University of Adam Mickiewicza
研討名稱：The Fourth Conference on Translation, Interpreting, and Comparative
Legi-linguistics
發表論文名稱：Jason Chen (Dr. Sheng-Jie Chen): Creating a Simulation Interpreter
Training Environment to Train Non-Foreign-Language Majors with Computers and
the Blackboard Learning System, Taiwan 研討會日期: 2009 年七月二日至四日
參加國家：波蘭、愛爾蘭、英國、義大利、美國，烏克蘭、羅馬尼亞、台灣、冰
島、芬蘭、西班牙、俄羅斯、奧地利等十多個國家。
對 University of Adam Mickiewicza 的良好印象
2009 年 7 月 1 日扺達波蘭波茲南 University of Adam Mickiewicza 時即感受到
當地學者的熱情，我只是開會前一天到會塲參觀及繳交駐冊費而已，因為東歐建
築物多半不太開泠氣，就算有開也會把溫度設得相當高(這是值得省能原的台灣
參考的)，主辦單位 University of Adam Mickiewicza 的Faculty of Modern