應對口譯焦慮：研究所教師做法與學生期待之對比分析

Abstract

臺灣翻譯研究所學生在口譯訓練過程中面臨的學習焦慮問題日益受到關注，由於研究所口譯教學強度高、不同科目要求不一，加上同儕比較等多重因素，學生常在課前準備、口譯產出及考試等方面出現各式焦慮反應。然而，教師實際採取何種教學策略，以及能否有效回應學生的焦慮感受，仍缺乏相關研究。本研究從臺灣翻譯研究所口譯學生的學習焦慮狀況出發，旨在比較學生對教師因應方式的期待與教師實際做法。研究採取質性訪談法，對象為13位研究所口譯學生與5位口譯教師，探究學生的口譯學習焦慮反應與來源，並依課前、課中、課後三階段，加上線上教學層面，分析教師對於口譯學習焦慮的應對做法。研究發現，口譯學習焦慮以各式生、心理反應呈現，出現在各種場合，涉及不同來源，同時也發現過往文獻較少提及的焦慮因素，如個人興趣與生涯規劃對學習動機的影響。此外，本研究首次系統性整理教師於課前、課中、課後與線上教學中實際採行之應對做法，包括調整教材難度、提供預習材料、進行暖身練習、鼓勵同儕互評與善用線上工具等，說明教師對於口譯學習焦慮頗具意識，做法已相當完善。然而，學生仍對教師應對做法提出若干期望，如改善教材釋出時機與份量、教學內容溝通、回饋策略與課後實體活動安排等。研究結果可協助教師在課程規劃與實際教學活動中，更有效地應對學習焦慮，也提供後續研究者分析教師做法的基礎架構。Learning anxiety among graduate students in Taiwan’s interpreting programs has gained increasing attention. Due to the high intensity and varied demands of interpreting training, combined with peer comparison and other factors, students often experience anxiety during preparation, interpreting, and assessments. However, few studies have examined the specific strategies adopted by instructors and whether such strategies effectively address students’ anxiety. This study explores the interpreting learning anxiety of graduate students and compares their expectations with the actual strategies used by their instructors. Qualitative interviews were conducted to collect data from 13 interpreting students and 5 instructors. The analysis focused on signs and sources of students’ anxiety and examined instructors’ coping strategies across four teaching stages: pre-class, in-class, post-class, and online.Findings show that interpreting anxiety manifests through various psychological and physiological responses. The study also details the specific contexts and causes of anxiety, highlighting less-studied factors such as personal interest and career planning’s influence on learning motivation. Moreover, this research is the first to systematically document instructors’ coping strategies at different stages, such as adjusting material difficulty, offering preparatory materials, conducting warm-up tasks, encouraging peer feedback, and leveraging online tools. While instructors demonstrated strong awareness of student anxiety, students still expressed unmet expectations. These include more timely and appropriately portioned preparatory materials, enhancing communication, refining feedback approaches, and so forth. The findings offer practical implications for improving instructional planning and classroom practices. They also provide a foundational framework for future research on teaching strategies and anxiety management in interpreter training.