A Survey Report On Mi Students’ Consecutive Interpreting Learning Self-Efficacy

For student interpreters,the process of interpreting learning is not simply the acquisition of interpreting skills,but the growth of psychological state at the same time.For Chinese MI students,diffidence in their ability to successfully complete consecutive interpreting widely exists.This psychological challenge affects their analysis and judgment of their learning status,thus having an impact on their performance.In order to understand this challenge,the author conducted this research.This study is a survey report targeting at the second-and third-year MI students from four universities in western China.Under the guidance of self-efficacy initiated by Bandura,it is aimed at answering three questions: 1.What is the general status of student interpreters’ consecutive interpreting learning self-efficacy? 2.What are the differences between students who have passed and failed the CATTI level-2interpretation test? 3.What are the reasons for these differences of CI learning self-efficacy between the two groups?This study administered questionnaires and interviews to collect data.After the analysis of data through SPSS and content analysis,conclusions are drawn as the following: 1.student interpreters’ self-efficacy is generally above-the-average;2.the self-efficacy of student interpreters who have passed the CATTI test is significantly higher than those who have not;3.performance achievements and vicarious experience are the major reasons for the differences.The results provide first-hand statistical support for the studies in students’ consecutive interpreting learning self-efficacy and reference for exploring interpreting self-efficacy of different interpreting models.