A Correlative Analysis Of Interpretation Anxiety And Interpretation Learning Strategy

With China's rapid economic development and frequent communication with foreign countries, China needs more and more excellent interpreters, and interpretation learning has been given greater importance than ever before. Interpretation itself is an entirely new special subject in China and most of its researches have focused on interpreting process model and cognitive psychological components. Illuminated by the correlational research of foreign language anxiety and foreign language learning strategy, this thesis tries to make further efforts to illustrate the correlation between interpretation anxiety and interpretation learning strategies.Research findings about SLA learning strategies and learning anxiety indicate that language learning anxiety is an intricate psychological phenomenon and effective learning strategies can reduce the anxiety in foreign language learning. Based on these theoretical research findings and special features of interpretation, this thesis designed the interpretation learning strategy questionnaire and the interpretation anxiety questionnaire. In order to make an objective quantitative and qualitative analysis of interpretation anxiety and interpretation learning strategies, thirty MTI students (Hunan University 2014) were required to take the five-month tracking survey. Research results of questionnaire surveys are as follows:Firstly, the average value of interpretation anxiety in the second survey has reduced obviously compared with that of the first time. Secondly, the tracking survey has witnessed the increase of average value of students'interpretation learning strategy. Thirdly, interpretation anxiety is negatively related to interpretation learning strategies. Fourthly, students with different levels of anxiety prefer to use different interpretation learning strategies. Compared with the students who belong to the high anxiety group twice, the students in the low anxiety group adopted more interpretation learning strategies, especially metacognitive strategies. On this basis, some suggestions were put forward by the author concerning the cultivation of interpretation learning strategies and interpretation anxiety reduction.This thesis hopes to provide interpretation learners and teachers some illuminative advice. On the one hand, it can help interpretation learners take cognizance of vital importance of interpretation learning strategies to reduce interpretation anxiety. On the other hand, the pedagogical purpose of this thesis is to assist teachers in knowing about their students'use of interpretation learning strategies and interpretation anxiety state, so that they could adjust their teaching methods to make improvements on interpretation teaching.