An Empirical Study On Self-repairs In English-Chinese Simultaneous Interpreting Of Student Interpreters With Different Self-efficacy

This study is an empirical study combining both quantitative and qualitative methods.ten students.majoring in English interpreting,participated in the experiment as subjects.This study aims to analyze the relationship between student interpreter's learning self-ef-ficacy and the frequency of different types of selt-repair in English-Chines simultaneous interpreting(E-C SI).This thesis answers the following four questions:1.How are the learning self-efficacy levels of student interpreters in E-C SI?2.What are the types of self-repair of student interpreters in E-C SI?3.Is there a meaningful relationship existing between trainee interpreters' learning self-efficacy and self-repairs in interpreting?4.What kind of relationship lies between students'learning self-efficacy and different types of self-repair?Based on Bandura's self-efficacy theory,the E-C SI learning self-efficacy scale was composed to test the subjects.Under the guidance of previous achievements in self-repair,the present thesis proposed a tentative taxonomy of self-repair in SI.The study carried out a simulating simultaneous interpreting experiment and conducted a detailed analysis of the distribution and frequency of the self-repairs of student interpreters.With the help of SPSS software,the following two main conclusions were drawn:1.The self-efficacy of student interpreters will affect their self-repair behaviors in E-C SI.Students with different level of self-efficacy will have different self-repair characteristics;2.Not all types of self-repair will be influenced by self-efficacy.Failed self-repair(F-repair)and error self-repair(E-repair)have the strongest correlation with self-efficacy,especially F-repair.In contrast,the relationships are weak in terms of appropriate self-repair(A-repair),repetition self-repair(R-repair),and different self-repair(D-repair).According to these findings,the present paper pointed out that in SI learning,teachers should pay attention to students' psychological condition and provide targeted guidance to students with different self-efficacy levels.Moreover,students should also actively practice after class to enrich their experience and improve their self-efficacy through ability enhancement and mentality adjustment,thereby reducing unnecessary self-repairs in simultaneous interpreting.Therefore,the fluency and quality of the translation will be promoted.Last but not least.some limitations of the current study and suggestions for future studies were proposed.