認(rèn)知心理視閾下的口譯研究

內(nèi)容概要

康志峰編著的《認(rèn)知心理視閾下的口譯研究》系口譯過程中認(rèn)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(duì)聽焦慮模態(tài)和譯焦慮模態(tài)進(jìn)行了實(shí)證研究，通過實(shí)證法驗(yàn)證相應(yīng)的學(xué)科理論，發(fā)現(xiàn)了高焦慮和低焦慮與口譯任務(wù)的完成呈明顯的負(fù)相關(guān)，而中等焦慮與之呈正相關(guān)。
《認(rèn)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(duì)科技英語或口譯跨學(xué)科研究感興趣的讀者。

作者簡(jiǎn)介

康志峰，復(fù)旦大學(xué)外文學(xué)院副教授，美國(guó)訪問學(xué)者，曾在馬里蘭圣瑪利大學(xué)授課。作者從事大學(xué)英語、英語四六級(jí)、中高級(jí)口譯教學(xué)工作多年，積累了豐富的教學(xué)經(jīng)驗(yàn)，受到國(guó)內(nèi)外師生的好評(píng)。出版各類書籍和發(fā)表期刊論文50余部《篇)。作者多次參加四六級(jí)考試閱卷工作，他所教授的復(fù)旦大學(xué)學(xué)生陳侃同學(xué)曾創(chuàng)造出了四級(jí)滿分的奇跡！

書籍目錄

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 organiza tion
Chapter two literature review
  2.1 general anxiety research
    2.1.1 the classification of general anxiety
    2.1.2 distinctio of general anxiety
    2.1.3 effects of general anxiety theo ry on this study
  2.2 interpretation memory research
    2.2.1 memory processing research
    2.2.2 memory mechanism in interpretation
    2.2.3 surmnary
  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 psy ehology to interpreting
    2.4.4 anxiety and interpreting aptitude
    2.4.5 enlightement 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 relatiohip between ia mode and
interpreting
  4.3 the sources of ia
    4.3.1 illocutionary stresso of ia
    4.3.2 locutionary stresso of ia
  4.4 the psychological analyses of ia mode
    4.4.1 fear of public interpreting
    4.4.2 standing in evaluation of othe
    4.4.3 lack of sclconfidence and iecurity
    4.4.4 feelings of threat
  4.5 the manifestatio 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 impactsil3
    4.8.2 la impactsil3
    4.8.3 effects of mall5
    4.8.4 ia impacts on deixis
    4.8.5 ia impacts on memory of interpreting
    4.8.6 ia impacts on expressivity
Chapter five empirical studies of aa mode
  5.1 the survey of empirical stud ies
  5.2 the initiation of aa mode empirical studies
  5.3 the purpose of aa mode em pirical studies and questio
revisited
  5.4 empirical studies on the sources, the scope and the severity
of aa
    5.4.1 evidences for the sources of aa
    5.4.2 evidences for the scope of aa mode
    5.4.3 evidences for the severity of aa
  5.5 evidences for the impacts of aa on interpretation
    5.5.1 evidences for aa impacts on input of interpretation
    5.5.2 evidences for aa impacts on ip of imerpretation
    5.5.3 evidences for aa impacts on output of interpretation
  5.6 coping strategies
    5.6.1 'aa+ea' strategy
    5.6.2 medium arousal strategy
    5.6.3 rl-mode strategy
    5.6.4 five classroom strategies
  5.7 summary
Chapter six empirical studies of ia empirical mode
  6.1 the purpose of ia empirical studies
  6.2 methodologies of ia empirical studies
  6.3 empirical studies on question one
    6.3.1 evidences for sources of 1a
    6.3.2 evidences for the scale of ia
    6.3.3 evidences for the severity of ia
    6.3.4 evidences for ia impacts on interpreting205
  6.4 empirical studies on question two
    6.4.1 preparation of the survey research
    6.4.2 the survey of students
    6.4.3 compartive studies of the surveys
  6.5 empirical studies on question three
    6.5.1 definition of 'aa+ ea' strategy
    6.5.3 aa strategy in the domain of as
    6.5.4 medium arousal strategy
    6.5.5 em and 'ea' strategy
    6.5.6 individual mood adjustment strategy
  6.6 summary
Chapter seven correlatio between aa mode and ia mode
  7.1 differences between aa mode and la mode
  7.2 similarities between aa mode and la mode
  7.3 the correlation between aas and ias
  7.4 the ha correlation between aa mode and la mode
  7.5 the result correlation be tween aa mode and ia mode
  7.6 the prominence of aa
  7.7 summary
Chapter eight concluding remarks
  8.1 achievements of this study
    8.1.1 theoretical cotruction of aa and 1a
    8.1.2 aa and la findings through empirical studies
    8.1.3 aa and la strategy use
  8.2 implicatio of this study
    8.2.1 theoretical implicatio
    8.2.2 itructional implicatio
  8.3 limitatio of the study
  8.4 suggestio for future studies
  8.5 conclusion
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

章節(jié)摘錄

　　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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