認知心理視閾下的口譯研究（簡體書）

康志峰，1964年8月生于河北石家莊，復旦大學外文學院副教授，博士，碩士生導師。中國翻譯協會專家會員，中國英漢語比較研究會會員，應用翻譯理論與教學文庫專家委員會委員。研究方向為口譯理論與實踐、口譯與認知心理跨學科研究、認知語言學等。主持2012年教育部人文社科規劃項目“認知心理視閾下的口譯焦慮模態研究”和2011年上海市哲學社會科學規劃項目“口譯中聽、譯兩種焦慮模態的認知心理研究”等多項研究項目。在《外語教學》、《外語界》、《外語研究》、《外語教學理論與實踐》、《中國科技翻譯》、《外語與外語教學》、《外國語言文學論叢》、《外語與翻譯》、《修辭學習》等核心期刊發表論文三四十篇，出版專著、教材、教輔等40余部。翻譯實踐經驗豐富，曾為世博會、財富論壇、上海花卉博覽會、荷蘭球莖集團公司、遠距離開放教育、美國惠普公司等多家單位做同聲翻譯、談判翻譯、陪同翻譯和筆譯工作等。

《認知心理視閾下的口譯研究》適合于口譯專業本科生、研究生以及對科技英語或口譯跨學科研究感興趣的讀者。

Chapter One Introduction
1.1 Statement of the Problem
1. 2 Context of the Study
1. 2. 1 Interpretation Studies in the West
1. 2. 2 Interpretation Studies in China
1. 2. 3 The Development of Cognitive Psychology
1. 3 Methodology and Rationale of the Study
1.4 The Main Issues to Be Researched
1. 5 Significance and Feasibility of the Study
1. 5. 1 The Theoretical Significance of the Study
1. 5. 2 The Realistic Significance of the Study
1. 5. 3 Feasibility of the Study
1. 6 Dissertation Chapter Organization
Chapter Two Literature Review
2. 1 General Anxiety Research
2. 1. 1 The Classification of General Anxiety
2. 1. 2 Distinctions of General Anxiety
2. 1. 3 Effects of General Anxiety Theory on This Study
2. 2 Interpretation Memory Research
2. 2.1 Memory Processing Research
2. 2. 2 Memory Mechanism in Interpretation
2. 2. 3 Summary
2. 3 AP Research
2. 3. 1 Auditory Physiology Research
2. 3. 2 Auditory Attention Research
2. 3. 3 Listening and Interpreting Research
2. 3.4 The Design of AA Mode
2.4 IA Research
2. 4. 1 Difficulty of SL
2.4.2 Syntactic Differences between SL and TL
2. 4. 3 The Relevance of Cognitive Psychology to Interpreting
2. 4. 4 Anxiety and Interpreting Aptitude
2.4.5 Enlightenment of the Newest
Studies
2.4.6 Summary
2. 4. 7 The Design of IA Mode/66
Chapter Three Theoretical Exploration of AA Mode
3.1 Initiative AA Mode Research
3. 2 The Purpose of AA Mode Study
3. 3 Defirution of AA Mode
3. 4 The Sources, the Scope and the Severity of AA
3.4.1 The Sources of AA
3. 4. 2 The Scope of AA mode
3. 4. 3 The Severity of AA
3. 5 The Impacts of AA on Inter pretation
3. 5. 1 AA Impacts on Input
3. 5. 2 AA Impacts on IP
3. 5. 3 AA Impacts on Interpreting Output
3.6 Summary
Chapter Four Theoretical Exploration of IA Mode
4.1 The Purpose of IA Mode Study
4. 2 Definition of IA Mode and Re lationship between IA Mode and Interpreting
4. 3 The Sources of IA
4. 3. 1 Illocutionary Stressors of IA
4. 3. 2 Locutionary Stressors of IA
4. 4 The Psychological Analyses of IA Mode
4. 4. 1 Fear of Public Interpreting
4. 4. 2 Standing in Evaluation of Others
4. 4. 3 Lack of Self-Confidence and Inse curity
4. 4. 4 Feelings of Threat
4. 5 The Manifestations of IA
4. 6 Scale of Students' IA
4. 6. 1 Scale of Traditional Interpre ting Anxiety
4. 6. 2 Theoretical Bases of IAS
4.6.3 ScopeofStudents IA
4. 7 Severity of Students' IA
4. 7. 1 Severity of HA
4. 7. 2 Severity of LA
4. 8 IA Impacts on Interpreting
4. 8.1 HA Impacts
4. 8. 2 LA Impacts
4. 8. 3 Effects of MA
4. 8. 4 IA Impacts on Deixis
4. 8. 5 IA Impacts on Memory of Interpreting
4. 8. 6 IA Impacts on Expressivrty
Chapter Five Empirical Studies of AA Mode
5. 1 The Survey of Empirical Studies
5. 2 The Initiation of AA Mode Empirical Studies
5. 3 The Purpose of AA Mode Empirical Studies and Questions Revisited
5. 4 Empirical Studies on the Sources, the Scope and the Severity of AA
5. 4. 1 Evidences for the Sources of AA
5. 4. 2 Evidences for the Scope of AA Mode
5. 4. 3 Evidences for the Severity of AA
5. 5 Evidences for the Impacts of AA on Interpretation
5. 5. 1 Evidences for AA Impacts on Input of Interpretation
5. 5. 2 Evidences for AA Impacts on IP of Interpretation
5. 5. 3 Evidences for AA Impacts on Output of Interpretation
5. 6 Coping Strategies
5. 6.1 "AA+EA" Strategy
5. 6. 2 Medium Arousal Strategy
5. 6. 3 RL-Mode Strategy
5. 6. 4 Five Classroom Strategies
5.7 Summary
Chapter Six Empirical Studies of IA Mode
6. 1 The Purpose of IA Empirical Studies
6. 2 Methodologies of IA Empirical Studies
6. 3 Empirical Studies on Question One
6. 3. 1 Evidences for Sources of IA
6. 3. 2 Evidences for the Scale of IA
6. 3. 3 . Evidences for the Severity of IA
6. 3. 4 Evidences for IA Impacts on Interpreting
6. 4 Empirical Studies on Question Two
6. 4. 1 Preparation of the Survey Research
6. 4. 2 The Survey of Students
6. 4. 3 Comparative Studies of the Surveys
6. 5 Empirical Studies on Question Three
6. 5. 1 Definition of "AA+EA" Strategy
6. 5. 2 Deconstruction of "AA+EA" Strategy
6. 5. 3 AA Strategy in the Domain of AS
6. 5. 4 Medium Arousal Strategy
6. 5. 5 EM and "EA" Strategy
6. 5. 6 Individual Mood Adjustment Strategy
6.6 Summary
Chapter Seven Correlations between AA Mode and IA Mode
7.1 Differences between AA Mode and IA Mode
7. 2 Sinularities between AA Mode and IA Mode
7. 3 The Correlation between AAS and IAS
7. 4 The HA Correlation between AA Mode and IA Mode
7. 5 The Result Correlation between AA Mode and IA Mode
7. 6 The Prominence of AA
7.7 Summary
Chapter Eight Concluding
Remarks
8. 1 Achievements of This Study
8. 1. 1 Theoretical Construction of AA and IA
8. 1. 2 AA and IA Findings through Empirical Studies
8. 1. 3 AA and IA Strategy Use
8. 2 Implications of This Study
8. 2. 1 Theoretical Implications
8. 2. 2 Instructional Implications
8. 3 Limitations of the Study
8. 4 Suggestions for Future Studies
8.5 Conclusion
AppendixA CTAS
Appendix B QestionnaireⅠ
AppendixC QestionnaireⅡ
AppendixD QestionnaireⅢ
AppendixE QestionnaireⅣ
AppendixF QestionnaireⅤ
AppendixG QestionnaireⅥ
AppendixH QestionnaireⅦ
References

Some researchers like Liang believe that processing in a FL is different from the native one in that memory span is reduced in a FL.Even at advanced stage,FL learner's memory span is slightly below the native speaker normal span due to the unskillful mode of a FL.Processing information in interpretation will probably take learners' more time at every stage: decoding,rehearsal in short memory,organization of information for storage, and retrieval of information from LTM. The limited capacity of memory system in interpretation makes learners with poor listening ability not know how to memorize huge amounts of information from the speaker' SL in their WM,which usually causes their anxiety.
2. 3. 3. 5 The Cause and Effect of Poor Listening Ability
China's education,to some extent,is a test-oriented one because of the two important examinations like National College Entrance Examination (NCEE) and Graduate School Entrance Examination (GSEE). From the very beginning of NCEE to a couple of years ago,listening was not required because the importance of listening had not been fully realized.