Foreign language anxiety and dependency distance in English–Chinese interpretation classrooms

Frontiers in Psychology

article

Jackie Xiu Yan¹  Junying Liang² 

[1] Department of Linguistics and Translation, City University of Hong Kong;Department of Linguistics, Zhejiang University

关键词: Foreign language anxiety;    Cognitive Load;    Dependency distance;    interpretation;    language learning;    Interpretation learning;    sight translation;    Consecutive interpretation;   

DOI  :  10.3389/fpsyg.2022.952664

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Foreign language anxiety (FLA) has been identified as a crucial affective factor in language learning. Similar to the situation in language classes, university students in interpretation classes are required to perform in a foreign language when their language skills are inadequate. Investigations are needed to determine the specific impact of FLA on interpretation learning. This study investigated the effects of the specific interpretation classroom FLA (ICFLA) on interpretation learning and dependency distance (DD) as an indicator of learners’ cognitive load. The participants were 49 undergraduate and graduate students enrolled in English–Chinese interpretation classes in a university in Hong Kong. The results showed a significant negative correlation between ICFLA levels and consecutive interpretation achievement scores. ICFLA was also negatively correlated with DD in consecutive interpretation. Four factors underlying ICFLA were identified. The findings of this study would provide useful insights for researchers and educators to understand the nature and effect of FLA in different settings.

【 授权许可】

CC BY