摘要
本研究以Spielberger的状态-特质焦虑理论为基本理论基础,以Cassady和Johnson的测试焦虑模型理论为直接的理论指导,以Chen和Tang的焦虑等级实验为依据,提出了与以往焦虑整体论不同的口译焦虑级度论。口译焦虑分为高、中、低三个级度,其中高焦虑使学生在交传操作时高度紧张,对交传的整个复杂过程有很大影响;中焦虑对交传操作具有"催化剂"作用,产生促进效应;低焦虑造成交传操作反应时延长,使交传任务完成滞后。
Based upon Spielberger＇ s State-Trait Anxiety Theory and directly guided by Cassady and Johnson＇ s Test Anxiety Model, as well as Chen and Tang＇ s experiments, this study puts forward the concept of Interpreting Anxiety Degrees （lAD）, which is different from those of Anxiety Holism （AH）. IA can be classified into higher anxiety （ HA）, medium anxiety （MA） and lower anxiety （LA）. HA makes students extremely stressful and have serious implications for the whole process of complicated interpreting. MA has the function of ＂catalyst＂ and therefore facilitates consecutive interpreting （CI）. LA delays the interpreter＇s response in CI.
出处
《中国科技翻译》
CSSCI
北大核心
2012年第1期19-21,18,共4页
Chinese Science & Technology Translators Journal
基金
上海市哲学社会科学规划"口译中听
译两种焦虑模态的认知心理研究"阶段性成果
项目批号为2011BYY001
关键词
口译焦虑
交替传译
效应
影响
interpreting anxiety consecutive interpreting effect impact
