口译学生心理因素与口译能力的发展研究

IF 1.8 1区 文学 0 LANGUAGE & LINGUISTICS
R. Cai, Jiexuan Lin, Yanping Dong
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引用次数: 0

摘要

摘要心理因素可能对口译成绩及其在训练中的发展起着重要作用;同时,口译能力的发展也可能对心理因素产生反应性影响。我们进行了两项研究来评估三个心理因素(自我效能、动机和焦虑)与口译学生口译成绩之间的双向关系。研究1是一项纵向研究,对51名本科生在第一年培训开始(时间1)和结束(时间2)进行了两次口译评估。研究2收集了40名口译硕士生的数据,以便与研究1进行横断面比较。相关分析和层次回归分析表明,在研究1中,学习动机和自我效能感下降,而焦虑保持相对稳定;口译焦虑与同期口译成绩呈负相关;时间1的动机对口译能力的发展有重要贡献。当比较这两项研究时,硕士生的学习动机和自我效能感高于本科生,但焦虑感较低(在这两个时期)。研究结果说明了心理因素的差异发展及其与口译能力的关系。研究结果对口译能力和口译训练的研究具有启示意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Psychological factors and interpreting competence in interpreting students: a developmental study
ABSTRACT Psychological factors may play an important role in interpreting performance and its development during training; meanwhile, the development of interpreting competence may influence psychological factors reactively. We conducted two studies to assess the bidirectional relationship between three psychological factors (self-efficacy, motivation, and anxiety) and interpreting performance in interpreting students. Study 1 was a longitudinal study, assessing 51 undergraduate students of interpreting twice, at the beginning (Time 1) and end (Time 2) of their first training year. Study 2 collected data from 40 Master’s students of interpreting to enable a cross-sectional comparison with Study 1. The correlation analyses and hierarchical regression analyses showed that in Study 1, learning motivation and self-efficacy decreased whereas anxiety remained relatively stable; interpreting-specific anxiety was negatively correlated with concurrent interpreting performance at both times; motivation at Time 1 significantly contributed to the development of interpreting competence. When the two studies were compared, Master’s students had higher learning motivation and self-efficacy but lower anxiety than undergraduate students (at both times). The findings illustrated the differential development of psychological factors and their relations to interpreting competence. The results have implications for research in interpreting competence and interpreting training.
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来源期刊
CiteScore
2.90
自引率
13.30%
发文量
19
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