An Empirical Study on the Relationship between Interpretation Strategies in the Process of Situational Education and Cognitive Processing Anxiety in Interpretation

Abstract

This article reclassifies cognitive strategies of interpretation, and develops two questionnaires, including cognitive processing anxiety and interpretation strategies based on relative theories on cognitive psychology and strategies of interpretation in the process of situational education. This study sought to determine the problems faced by Chinese universities and colleges in the course of construction of interpretation curriculum system of undergraduate courses for situational education. Findings revealed that 1) Strong negative correlation exists between cognitive processing anxiety and interpretation strategies use; 2) Anxiety affects the use of interpretation strategies, especially the use of analytic and inferential cognitive strategies;3) The cognitive processing anxiety in interpretation will be lowered with the development of stronger competence in cognitive and meta-cognitive strategies. 4) At present, there is a lack of scientific and applicable teaching materials and advanced teaching methods in English interpretation teaching in colleges and universities. The comprehensive ability of teachers needs to be improved, and the channels and platforms for interpreting teaching practice are not smooth. 5) English interpretation teaching under situational education can choose high-quality English interpreting textbooks, innovate English interpreting teaching methods, improve the quality of English interpreting teachers and open up the channels of interpreting practice for students. The conclusion of the study is that it is necessary to develop awareness and habits of meta-cognitive strategy use, strengthening practice on cognitive training, and reducing interpretation anxiety in a muti-dimensional way in the process of situational education.