CAJ | 학술논문

就英汉、汉英交替传译及可能与之相关的语言能力和心理能力共19个项目测试某大学三年级英语专业翻译方向的学生，测试时间为口译训练将近一年之后。首先就口译绩效与各项指标进行相关分析，然后尝试建立口译能力结构方程模型。结果发现：只有英译汉可以建立有效的模型。主要结论是：对于学生译员而言，在英译汉过程中，尽管语言能力影响口译绩效，但这种影响更多的是通过心理能力发挥作用；心理能力，尤其是其中的口译焦虑，对口译质量有至关重要的影响；口译训练也许就是一个学会将自己的相关能力调动并协调的过程。
취영한、한영교체전역급가능여지상관적어언능력화심리능력공19개항목측시모대학삼년급영어전업번역방향적학생，측시시간위구역훈련장근일년지후。수선취구역적효여각항지표진행상관분석，연후상시건립구역능력결구방정모형。결과발현：지유영역한가이건립유효적모형。주요결론시：대우학생역원이언，재영역한과정중，진관어언능력영향구역적효，단저충영향경다적시통과심리능력발휘작용；심리능력，우기시기중적구역초필，대구역질량유지관중요적영향；구역훈련야허취시일개학회장자기적상관능력조동병협조적과정。
Altogether 19 tests （including English-Chinese and Chinese-English consecutive interpreting, tests of language skills, different measures of WM spans, etc. ） were conducted on a group of third-year English majors who had just completed two semesters of interpreting training. Based on the analysis of correlations between the interpreting scores and the other test scores, a valid structural equation model was established for English-Chinese consecutive in- terpreting. The results indicate that, for student interpreters, although language skills are important to English-Chi- nese interpreting performance, these skills mostly function through the mediation of psychological competence which includes interpreting anxiety, English listening span and Chinese speaking span. Interpreting anxiety, which was the ordy factor correlated with both directions of interpreting, plays a significant role in interpreting performance. Inter- preting training is perhaps a process to learn to integrate and coordinate relevant capabilities to perform the demanding task of interpreting.