Practicing Interpreting Classes as a Capstone Course in Japanese Language-Related Departments

Abstract

<p>開設在大學部的口譯課程通常因無法培養專業口譯人員，不易訂出明確的課程目標。長期以來，口譯課程在台灣日語相關科系的定位是一個眾所關注的課題。本文主張口譯課程應該考慮以下三個層面：一、口譯課程與學系基礎課程、專業課程之間的銜接；二、學生的大學生活與畢業後的生活之間的連結；三、學系的核心能力。為了達成上述層面，本文主張可利用總整課程的設計來實踐。本文利用四年級下學期所開設口譯課程裡實際運用總整課程的設計，同時透過前後測問卷等資料分析課程是否具備總整課程該有的四個功能―「整合」、「收尾」、「反思」、「過渡」。結果，企業內口譯為目標之課程，確實達成總整課程的設計目標，其執行結果也能夠在基礎課程、專業課程以及職涯輔導等方面，為學系提供反饋。透過本文的探討，口譯課程運用總整課程的設計，可以訂出口譯課程的課程目標及其在學系課程中的定位。</p> <p> </p><p>This paper suggests that implementing a capstone course during the second semester of the senior year would be an ideal approach to teaching interpreting in a Japanese language-related department in Taiwan. The capstone course can effectively ensure the articulation between departmental classes, the continuity of students’ lives before and after graduation, and the development of core competencies within the department. The findings indicate that the course designed for aspiring in-house interpreters successfully fulfilled all the essential functions of a capstone course, such as integration, closure, reflection, and transition. These results demonstrate that the implementation of this course can provide valuable feedback for enhancing the department’s foundational and specialized courses, as well as its career guidance initiatives.</p> <p> </p>