| Summary: | 碩士 === 國立彰化師範大學 === 翻譯研究所 === 101 === Many research studies have shown that students’ preferred learning styles match the teaching style in a learning environment that benefits their learning. But if there is a mismatch during the learning process, it can result in poor academic performance. The current study investigates whether match theory can be applied to the field of interpreting, as little attention has been paid to style-match in this area. In the current study, the learning environment that is explored is limited to the Graduate Institute of Translation and Interpretation, National Changhua University of Education (GITI, NCUE). Nineteen interpreting students were recruited, and they completed an online questionnaire about their preferred learning styles, filled out a background questionnaire and a self-devised interpreting teaching style questionnaire, provided their SI (simultaneous interpreting) and CI (consecutive interpreting) scores on the qualification examination. First, we compared and matched the overall learning styles and interpreting teaching styles. Then, a one-way ANOVA was performed to determine whether more matches yielded higher mean scores on the qualification exam. Last, a t-test and a regression were carried out to see if other factors like age, practice hours, gender, and so forth, affected a participant’s interpreting performance. The results suggest that a mismatch is detrimental to the learning of SI and CI, while matches seem to cause students to perform homogeneously. Additionally, more practice of SI and CI can lead to a better interpreting performance. Based on the findings, it is concluded that a matched learning environment and more practice of SI and CI help interpreting students learn better.
Key words: learning styles, teaching styles, match, mismatch, interpreting
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