《應用翻譯理論與教學文庫：認知心理視閾下的口譯研究》系口譯過程中認知心理作用的研究專著，探析了聽焦慮模態(tài)和譯焦慮模態(tài)理論，對聽焦慮模態(tài)和譯焦慮模態(tài)進行了實證研究，通過實證法驗證相應的學科理論，發(fā)現(xiàn)了高焦慮和低焦慮與口譯任務的完成呈明顯的負相關，而中等焦慮與之呈正相關。
《應用翻譯理論與教學文庫：認知心理視閾下的口譯研究》適合于口譯專業(yè)本科生、研究生以及對科技英語或口譯跨學科研究感興趣的讀者。
康志峰，1964年8月生于河北石家莊，復旦大學外文學院副教授，博士，碩士生導師。中國翻譯協(xié)會專家會員，中國英漢語比較研究會會員，應用翻譯理論與教學文庫專家委員會委員。研究方向為口譯理論與實踐、口譯與認知心理跨學科研究、認知語言學等。
主持2012年教育部人文社科規(guī)劃項目“認知心理視閾下的口譯焦慮模態(tài)研究”和2011年上海市哲學社會科學規(guī)劃項目“口譯中聽、譯兩種焦慮模態(tài)的認知心理研究”等多項研究項目。在《外語教學》、《外語界》、《外語研究》、《外語教學理論與實踐》、《中國科技翻譯》、《外語與外語教學》、《外國語言文學論叢》、《外語與翻譯》、《修辭學習》等核心期刊發(fā)表論文三四十篇，出版專著、教材、教輔等40余部。翻譯實踐經(jīng)驗豐富，曾為世博會、財富論壇、上海花卉博覽會、荷蘭球莖集團公司、遠距離開放教育、美國惠普公司等多家單位做同聲翻譯、談判翻譯、陪同翻譯和筆譯工作等。
Chapter One Introduction
1.1 Statement of the Problem
1.2 Context of the Study
1.2.1 Interpretation Studies in the West
1.2.2 Interpretation Studies in China
1.2.3 The Development of Cognitive Psychology
1.3 Methodology and Rationale of the Study
1.4 The Main Issues to Be Researched
1.5 Significance and Feasibility of the Study
1.5.1 The Theoretical Significance of the Study
1.5.2 The Realistic Significance of the Study
1.5.3 Feasibility of the Study
1.6 Dissertation Chapter Organization
Chapter Two Literature Review
2.1 General Anxiety Research
2.1.1 The Classification of General Anxiety
2.1.2 Distinctions of General Anxiety
2.1.3 Effects of General Anxiety Theory on This Study
2.2 Interpretation Memory Research
2.2.1 Memory Processing Research
2.2.2 Memory Mechanism in Interpretation
2.2.3 Summary
2.3 AP Research
2.3.1 Auditory Physiology Research
2.3.2 Auditory Attention Research
2.3.3 Listening and Interpreting Research
2.3.4 The Design of AA Mode
2.4 IA Research
2.4.1 Difficulty of SL
2.4.2 Syntactic Differences Between SL and TL
2.4.3 The Relevance of Cognitive Psyehology to Interpreting
2.4.4 Anxiety and Interpreting Aptitude
2.4.5 Enlightenment of the Newest Studies
2.4.6 Summary
2.4.7 The Design of LA Mode
Chapter Three Theoretical Exploration of AA Mode
3.1 InitIAtive AA Mode Research
3.2 The Purpose of AA Mode Study
3.3 Definition of AA Mode
3.4 The Sources, the Scope and the Severity of AA
3.4.1 The Sources of AA
3.4.2 The Scope of AA Mode
3.4.3 The Severity of AA
3.5 The Impacts of AA on Interpretation
3.5.1 AA impacts on input
3.5.2 AA impacts on ip
3.5.3 AA impacts on interpreting output
3.6 Summary
Chapter Four Theoretical Exploration of LA Mode
4.1 The Purpose of IA Mode Study
4.2 Definition of IA Mode and Relationship Between IA Mode and Interpreting
4.3 The Sources of IA
4.3.1 Illocutionary Stressors of IA
4.3.2 Locutionary stressors of IA
4.4 The Psychological Analyses of IA Mode
4.4.1 Fear of Public Interpreting
4.4.2 Standing in Evaluation of others
4.4.3 Lack of Self-Confidence and Insecurity
4.4.4 Feelings of Threat
4.5 The Manifestation of IA
4.6 Scale of Students' IA
4.6.1 Scale of Traditional Interpreting Anxiety
4.6.2 Theoretical Bases of IAS
4.6.3 Scope of Students' IA
4.7 Severity of Students' IA
4.7.1 Severity of HA
4.7.2 Severity of LA
4.8 IA Impacts on Interpreting
4.8.1 HA Impacts
4.8.2 LA Impacts
……
Chapter Five Empirical Studies of AA Mode
Chapter Six Empirical Studies of IA Empirical Mode
Chapter Seven Correlation Between AA Mode and IA Mode
Chapter Eight Concluding Remarks
Appendix A CTAS
Appendix B Questionnaire Ⅰ
Appendix C Questionnaire Ⅱ
Appendix D Questionnaire Ⅲ
Appendix E Questionnaire Ⅳ
Appendix F Questionnaire Ⅴ
Appendix G Questionnaire Ⅵ
Appendix H Questionnaire Ⅶ
References
Based on the past, recent and the newest studies and findings, this study tried to explore the reasons why the students give birth to anxieties from the perspective of cognitive psychology. From the psychological point of view, this study analyzed and proved the possible origins of the four psychological conditions that can hinder interpreting-fear of public interpreting, others' evaluation, lack of self-confidence and insecurity, feelings of threat （Jimenez & Pinazo,2001）. Besides the psychological factors, the limited memory capacity and very short memory time plus the difficulties of SL contribute to interpreting anxieties, this the scrutiny of interpreting anxieties like HA, MA and LA classified by IAS is necessary. Among the classification of anxieties there is also a distinguished character which is quite different from other studies.
In IA Mode some concepts like HA, MA and LA as the creative terms were also pointed out and were proven by students in their performance of ITts. The experiments showed that HA and LA are the obstacles to interpreting, whereas MA, can promote their interpreting.
IA Mode as a creative model is also a new research orientation of multidisciplinary study including interpretation and cognitive psychology because there has been few such studies in China till now, which will remedy a defect of China's theoretically and multidisciplinary interpretation studies.
8.1.2 AA and LA Findings through Empirical Studies
8.1.2. 1 AA and Its Findings through Empirical Studies
1）As 3.4.1 mentioned, the sources of students' AA like different auditory characteristics of sounds, being short of large vocabulary, passive listening, attention distraction, poor LC ability, heavy information, a very short time in interpretation and so on were proved in section 5. 3. 1 by way of exemplifying, interviewing, surveying, questionnaires and so on. The complicated sources of AA caused by auditory perception process have verified.
2） The way to classify AA Mode is in terms of Cassady and Johnson's （2002） studies, Chen and Tang's （2009） is through survey researches among other methods. In AA Mode, AA can be divided in to HA, MA and LA. This is also an initial theory of AA Mode on the basis of test anxiety where evidence has been found using experimental researches of this study. In the experiments, HA, MA and LA in IA Mode are classified in terms of the scores that the subjects gained by finishing the questionnaire with 28 items designed by this study in light of Cassady and Johnson's （2002） findings. The final form of the AAS containing 28 items different from Cassady and Johnson's （2002） Cognitive Test Anxiety Scale with 27 items is proved to be of higher reliability with a Cronbach alpha of 0.91, and 28 items remained in the final form of the AAS.
3） The severity of AA lies in students' HA and LA that can not only interfere with listening, but also the whole process of interpretation, more severely, causing some students to temporarily hear nothing. The severest examples are in students' statements such as "During a course of listening in interpretation examinations, I get so nervous that I forget facts I really know" and "My mind goes blank when I hear nothing in an ITt" this seriously affectes students' auditory perception.
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