Learning Satisfaction with Interpreting Courses at Post-graduate Level: A Case Study of GITI, NTNU

• Main Authors: Chen Hung-chi, 陳宏綺
• Other Authors: Chen Tze-wei
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/24411594994415490896

碩士 === 國立臺灣師範大學 === 翻譯研究所 === 98 === Since 1988 when GITIS of Fu Jen University, the very first graduate institute in Taiwan that aims at training professional interpreters was established, teaching interpreting has becomes a trend. In Taiwan, interpreting programs at post-graduate level are now available in seven universities. With so many interpreting programs and a lot of students undertaking interpreting training each year, it is important to find out the performance of these programs by looking into the career development of their graduates and the learning satisfaction of the alumni. The purpose of this study is to examine the level of learning satisfaction of the alumni of GITI, National Taiwan Normal University, with the interpreting courses, using Herzberg’s Two Factor Theory as the research framework. The Two Factor Theory divides learning experience into motivator and hygiene factors. The former are the sources of learning satisfaction and the later can lead to dissatisfaction when poorly maintained. In the case of learning interpreting, the motivators include course content and learning results while learning environment and the teaching of interpreting belong to the hygiene factors. Using an online questionnaire to census the satisfaction level of GITI alumni, complemented with interviews, the findings of this study are as follows: 1. A very high percentage of the alumni are working in translation and interpretation industries. 2. The majority of GITI alumni expressed high levels of learning satisfaction 3. Suggestions for program improvement: a. class-size should be controlled at no more than 10 people; b. the faculty should be expanded to include at least 5 instructors; c. more issues and non-interpreting skills that might come at handy should be addressed in class; d. instructors should be more specific when commenting on students performance in class.