疫情下，教育受到「社交距離」的衝擊，各級學校紛紛實施混合式教學、遠距教學以維護學生受教權利。遠距教學為強調溝通性的語言學習相關課程帶來諸多挑戰，如：數位落差、網路連線不良等。本研究以 109 學年第二學期大學部的「逐步口譯：國際事務議題」課程為例，探討溝通式教學法搭配主題式教學，在從實體課程轉為線上課程後，學生的學習成效如何。課程主題由「移工」開啟，續以國際組織、宗教、國際移動力、台灣東南亞移工與期末移工論壇口譯大會，各單元以溝通式教學法進行，期增進學生口語、口譯技能，並幫助學生積累系統性知識。
課程成果顯示，結合專業講者與外來聽眾之溝通式教學法能給予學生真實的口譯體驗；再者，「口譯評分量表」讓學生得以從客觀角度回饋同儕的口譯表現，進而提升自己的口譯能力；期末論壇報告展現出學生對主題式移工議題的知識積累，此認知亦優化了學生口譯表現；質性問卷調查中，學生對線上學習起初感到不便，但至學期末口譯大會時，線上課程的封閉環境似乎提供學生改善口語表達與口譯技巧的動機。在疫情中，本課程於實體與線上兩種場域進行，實踐結果符合課程目標，亦提供主題式的國際事務系統知識，可供未來大學部口譯教學參考。
Consecutive Interpreting Class on International Affairs during the Pandemic: A Discussion of Theme-based Instruction and Communicative Language Teaching from Onsite to Online - Eileen Hung-Hsiu Lin
Social distancing, advised during the pandemic, has affected education. In response, schools embraced hybrid teaching and distance teaching so that students could continue to exercise their rights to education. However, virtual learning also poses challenges to communication-intensive language classes, such as digital divide and unstable internet connection quality. This study incorporates themebased instruction (TI) and Communicative Language Teaching (CLT) to examine undergraduate students’ interpreting skills and accumulation of knowledge in a consecutive interpreting class on international affairs issues, or CIIAI, in the spring semester of 2021. CIIAI spring 2021 focused on migrant workers in four areas, including international organizations, religion, international mobility and Taiwan’s Southeast Asian migrant workers, and it concluded with a forum. TI and CLT were applied in hopes of improving students’ speaking and interpreting abilities as well as establishing a systematic knowledge framework for students.
The study showed that TI and CLT enhance students’ interpreting and speaking skills. An interpretation rating scale also gave students an objective angle to conduct peer evaluation and in turn enhanced students’ interpreting performance. In the forum of the final week, students demonstrated the theme-based knowledge acquired weekly. This new knowledge base contributed to a refined interpreting performance. A qualitative survey of the study showed online class was inconvenient when first implemented but in time, its enclosed environment seemed to motivate students in interpreting and provide them with a unique public speaking experience. Due to the pandemic, CIIAI spring 2021 moved its class venue from onsite to online. Nevertheless, it has met the course targets, providing a thematic and systematic knowledge base in international affairs and it may serve as a reference for future undergraduate interpreting classes.