《应用翻译理论与教学文库：认知心理视阈下的口译研究》系口译过程中认知心理作用的研究专著，探析了听焦虑模态和译焦虑模态理论，对听焦虑模态和译焦虑模态进行了实证研究，通过实证法验证相应的学科理论，发现了高焦虑和低焦虑与口译任务的完成呈明显的负相关，而中等焦虑与之呈正相关。
《应用翻译理论与教学文库：认知心理视阈下的口译研究》适合于口译专业本科生、研究生以及对科技英语或口译跨学科研究感兴趣的读者。
康志峰，1964年8月生于河北石家庄，复旦大学外文学院副教授，博士，硕士生导师。中国翻译协会专家会员，中国英汉语比较研究会会员，应用翻译理论与教学文库专家委员会委员。研究方向为口译理论与实践、口译与认知心理跨学科研究、认知语言学等。
主持2012年教育部人文社科规划项目“认知心理视阈下的口译焦虑模态研究”和2011年上海市哲学社会科学规划项目“口译中听、译两种焦虑模态的认知心理研究”等多项研究项目。在《外语教学》、《外语界》、《外语研究》、《外语教学理论与实践》、《中国科技翻译》、《外语与外语教学》、《外国语言文学论丛》、《外语与翻译》、《修辞学习》等核心期刊发表论文三四十篇，出版专著、教材、教辅等40余部。翻译实践经验丰富，曾为世博会、财富论坛、上海花卉博览会、荷兰球茎集团公司、远距离开放教育、美国惠普公司等多家单位做同声翻译、谈判翻译、陪同翻译和笔译工作等。
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 Psyehology 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 LA Mode
Chapter Three Theoretical Exploration of AA Mode
3.1 InitIAtive AA Mode Research
3.2 The Purpose of AA Mode Study
3.3 Definition 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 Interpretation
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 LA Mode
4.1 The Purpose of IA Mode Study
4.2 Definition of IA Mode and Relationship 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 Insecurity
4.4.4 Feelings of Threat
4.5 The Manifestation of IA
4.6 Scale of Students' IA
4.6.1 Scale of Traditional Interpreting Anxiety
4.6.2 Theoretical Bases of IAS
4.6.3 Scope of Students' 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
……
Chapter Five Empirical Studies of AA Mode
Chapter Six Empirical Studies of IA Empirical Mode
Chapter Seven Correlation Between AA Mode and IA Mode
Chapter Eight Concluding Remarks
Appendix A CTAS
Appendix B Questionnaire Ⅰ
Appendix C Questionnaire Ⅱ
Appendix D Questionnaire Ⅲ
Appendix E Questionnaire Ⅳ
Appendix F Questionnaire Ⅴ
Appendix G Questionnaire Ⅵ
Appendix H Questionnaire Ⅶ
References
Based on the past, recent and the newest studies and findings, this study tried to explore the reasons why the students give birth to anxieties from the perspective of cognitive psychology. From the psychological point of view, this study analyzed and proved the possible origins of the four psychological conditions that can hinder interpreting-fear of public interpreting, others' evaluation, lack of self-confidence and insecurity, feelings of threat （Jimenez & Pinazo,2001）. Besides the psychological factors, the limited memory capacity and very short memory time plus the difficulties of SL contribute to interpreting anxieties, this the scrutiny of interpreting anxieties like HA, MA and LA classified by IAS is necessary. Among the classification of anxieties there is also a distinguished character which is quite different from other studies.
In IA Mode some concepts like HA, MA and LA as the creative terms were also pointed out and were proven by students in their performance of ITts. The experiments showed that HA and LA are the obstacles to interpreting, whereas MA, can promote their interpreting.
IA Mode as a creative model is also a new research orientation of multidisciplinary study including interpretation and cognitive psychology because there has been few such studies in China till now, which will remedy a defect of China's theoretically and multidisciplinary interpretation studies.
8.1.2 AA and LA Findings through Empirical Studies
8.1.2. 1 AA and Its Findings through Empirical Studies
1）As 3.4.1 mentioned, the sources of students' AA like different auditory characteristics of sounds, being short of large vocabulary, passive listening, attention distraction, poor LC ability, heavy information, a very short time in interpretation and so on were proved in section 5. 3. 1 by way of exemplifying, interviewing, surveying, questionnaires and so on. The complicated sources of AA caused by auditory perception process have verified.
2） The way to classify AA Mode is in terms of Cassady and Johnson's （2002） studies, Chen and Tang's （2009） is through survey researches among other methods. In AA Mode, AA can be divided in to HA, MA and LA. This is also an initial theory of AA Mode on the basis of test anxiety where evidence has been found using experimental researches of this study. In the experiments, HA, MA and LA in IA Mode are classified in terms of the scores that the subjects gained by finishing the questionnaire with 28 items designed by this study in light of Cassady and Johnson's （2002） findings. The final form of the AAS containing 28 items different from Cassady and Johnson's （2002） Cognitive Test Anxiety Scale with 27 items is proved to be of higher reliability with a Cronbach alpha of 0.91, and 28 items remained in the final form of the AAS.
3） The severity of AA lies in students' HA and LA that can not only interfere with listening, but also the whole process of interpretation, more severely, causing some students to temporarily hear nothing. The severest examples are in students' statements such as "During a course of listening in interpretation examinations, I get so nervous that I forget facts I really know" and "My mind goes blank when I hear nothing in an ITt" this seriously affectes students' auditory perception.
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