认知心理视阈下的口译研究

　　《应用翻译理论与教学文库：认知心理视阈下的口译研究》系口译过程中认知心理作用的研究专著，探析了听焦虑模态和译焦虑模态理论，对听焦虑模态和译焦虑模态进行了实证研究，通过实证法验证相应的学科理论，发现了高焦虑和低焦虑与口译任务的完成呈明显的负相关，而中等焦虑与之呈正相关。《应用翻译理论与教学文库：认知心理视阈下的口译研究》适合于口译专业本科生、研究生以及对科技英语或口译跨学科研究感兴趣的读者。

　　康志峰，1964年8月生于河北石家庄，复旦大学外文学院副教授，博士，硕士生导师。中国翻译协会专家会员，中国英汉语比较研究会会员，应用翻译理论与教学文库专家委员会委员。研究方向为口译理论与实践、口译与认知心理跨学科研究、认知语言学等。主持2012年教育部人文社科规划项目“认知心理视阈下的口译焦虑模态研究”和2011年上海市哲学社会科学规划项目“口译中听、译两种焦虑模态的认知心理研究”等多项研究项目。在《外语教学》、《外语界》、《外语研究》、《外语教学理论与实践》、《中国科技翻译》、《外语与外语教学》、《外国语言文学论丛》、《外语与翻译》、《修辞学习》等核心期刊发表论文三四十篇，出版专著、教材、教辅等40余部。翻译实践经验丰富，曾为世博会、财富论坛、上海花卉博览会、荷兰球茎集团公司、远距离开放教育、美国惠普公司等多家单位做同声翻译、谈判翻译、陪同翻译和笔译工作等。

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 organiza tionChapter 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 modeChapter 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 summaryChapter 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 andinterpreting 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 expressivityChapter 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 questiorevisited 5.4 empirical studies on the sources, the scope and the severityof 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 summaryChapter 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 summaryChapter 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 summaryChapter 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 conclusionappendix a ctasappendix b questionnaire Ⅰappendix c questionnaire Ⅱappendix d questionnaire Ⅲappendix e questionnaire Ⅳappendix f questionnaire Ⅴappendix g questionnaire Ⅵappendix h questionnaire Ⅶreferences