口译学习焦虑成因及影响研究  

On Reasons and Impacts of Interpreting Learning Anxiety

作　　者：潘晨曦[1] 闵璇[1] 

机构地区：[1]合肥工业大学,安徽合肥230009

出　　处：《黑河学院学报》2017年第3期154-155,189,共3页Journal of Heihe University

基　　金：合肥工业大学2014中央高校基本科研业务费专项资金资助项目"认知心理视域下口译策略选择的实证研究"(J2014HGXJ0146)

摘　　要：使用问卷调查、非参与式观察和个别访谈相结合的方式,考察学生口译学习焦虑状态的成因和影响。研究发现,学生译员普遍存在焦虑状态,口译焦虑是影响口译学习的显著因素之一,与口译表现呈负相关。口译学习焦虑的成因主要有三个:认知负荷因素、语言能力因素和课堂环境因素。The research investigates the reasons of interpreting learning anxiety and its impacts by adopting questionnaire survey,observation and individual interview.The conclusions drawn from the results are that interpreting anxiety exists universally among students and demonstrate a negative correlation with interpreter＇s performance,that anxiety is reckoned as one of the distinctive factors having negative impacts on interpreting learning,and that the factors accounting for interpreting anxiety are cognitive load,language competency and classroom environment.

关 键 词：口译 学习焦虑 成因 影响 

分 类 号：H315.9[语言文字—英语]