Abstract

Given the inherent association of interpreting with feelings of anxiousness, the subject of interpreting poses a formidable challenge for students in this field. A large number of prospective interpreters assert that they are unable to complete the assignment to a satisfactory level because they are unable to get past their fear. The harmful effect of anxiety on the interpreting performance of student trainees could result in failure and fully inhibit their accomplishment. Despite the growing recognition of anxiety as a significant challenge in interpreting education, there is a lack of comprehensive studies investigating the specific factors contributing to anxiety in consecutive interpreting and effective strategies for its reduction. To address this issue and in order to identify the factors contributing to trainees’ anxiety and those that might help to reduce consecutive interpreting (CI) anxiety, thirty students were chosen to participate in semi-structured interviews. Different factors exerting an effect on the anxiety levels of Iranian CI pupils were identified through qualitative research. These factors were categorized into six groups, i.e., individual, input (language-related factors, speaker-related factors), note- taking (inappropriate note-taking skill, lack of creativity in taking notes), environmental (noise and distraction, peer-related factors), output (meaning transfer, delivery), and teacher-related (testing, teachers’ behavior). Moreover, the study found that factors to reduce anxiety in consecutive interpreting could be classified as teacher-related and trainee-related factors each with additional sub-factors.

中文翻译：

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交替传译中引发焦虑的因素：对伊朗学生口译学员的定性研究

摘要

鉴于口译与焦虑感固有的联系，口译科目对该领域的学生提出了巨大的挑战。许多未来的口译员声称，他们无法以令人满意的水平完成任务，因为他们无法克服恐惧。焦虑对学员口译表现的有害影响可能会导致失败并完全抑制他们的成就。尽管人们越来越认识到焦虑是口译教育中的一个重大挑战，但缺乏全面的研究来调查导致交替传译中焦虑的具体因素以及减少焦虑的有效策略。为了解决这个问题并确定导致学员焦虑的因素以及可能有助于减少交替传译 (CI) 焦虑的因素，我们选择了 30 名学生参加半结构化访谈。通过定性研究确定了影响伊朗孔子学院学生焦虑水平的不同因素。这些因素分为六组，即个人因素、输入因素（语言相关因素、说话者相关因素）、笔记记录（记笔记技巧不当、记笔记缺乏创造力）、环境因素（噪音和干扰、同伴干扰）。相关因素）、产出（即转移、传递）和教师相关（测试、教师行为）。此外，研究发现，减少交替传译焦虑的因素可分为与教师相关的因素和与学员相关的因素，每个因素都有额外的子因素。