An Empirical Study On The Correlation Between Student Interpreters' Anxiety And Academic Self-Efficacy In English-Chinese Simultaneous Interpreting

This study is an empirical research combining both quantitative and qualitative methods.14 students,majoring in English-Chinese simultaneous interpreting(E-C SI),participated in the experiment and act as subj ects.The study analyzes the relationship between students' anxiety degree in E-C SI process and their academic self-efficacy in E-C SI learning,and explores whether the two variables will affect students' actual SI performance.4 research questions are raised:1.What is the general anxiety level of students in E-C SI process?2.What is the general state of students' self-efficacy in learning E-C SI?3.Is there a significant correlation between SI anxiety and academic self-efficacy?4.Does the two variables affect real E-C SI performance?By taking Albert Bandura's Self-Efficacy Theory as the guiding theory and referring to previous researches,the author employed two main research tools:The E-C SI Process Anxiety Scale and the E-C SI Academic Self-Efficacy Scale.The author also set up a field experiment to measure the actual SI performance of students.In order to avoid contingency.another repeated experiment was launched.The author took the mean of the two experiments'results as the final data,and adopted SPSS 20.0 software to carry out statistical analysis.4 research questions were answered according to the analysis report and typical subjects were interviewed for further exploration,aiming at finding the drivers behind E-C SI anxiety and academic self-efficacy and the explanation for SI performance diversity.Suggestions on current E-C SI teaching were also offered.The findings of this study are as follows:1.There is a significant negative correlation between E-C SI process anxiety and academic self-efficacy.That is.the higher the degree of SI anxiety,the lower the level of self-efficacy,and vice versa.2.SI anxiety and academic sel f-efficacy have no significant effect on E-C SI real performanceAccording to the two conclusions,the author suggests that in E-C SI teaching.teachers should pay more attention to students' psychological state,and provide targeted assistance according to their anxiety and self-efficacy condition.Students should also keep practicing after class and actively adjust their attitude in order to maintain mental health and improve E-C SI performance.The findings of this study are quite novel and can supplement the existing researches to some extent.It may also provide reference for the reform of E-C SI course.However,certain limitations lie in the study,like the number of subjects is limited.Improvements are expected in future studies.