{"title":"Anxiety-provoking factors in consecutive interpreting: a qualitative study of Iranian student interpreter trainees","authors":"","doi":"10.1186/s40862-024-00260-6","DOIUrl":null,"url":null,"abstract":"<h3>Abstract</h3> <p>Given the inherent association of interpreting with feelings of anxiousness, the subject of interpreting poses a formidable challenge for students in this field. A large number of prospective interpreters assert that they are unable to complete the assignment to a satisfactory level because they are unable to get past their fear. The harmful effect of anxiety on the interpreting performance of student trainees could result in failure and fully inhibit their accomplishment. Despite the growing recognition of anxiety as a significant challenge in interpreting education, there is a lack of comprehensive studies investigating the specific factors contributing to anxiety in consecutive interpreting and effective strategies for its reduction. To address this issue and in order to identify the factors contributing to trainees’ anxiety and those that might help to reduce consecutive interpreting (CI) anxiety, thirty students were chosen to participate in semi-structured interviews. Different factors exerting an effect on the anxiety levels of Iranian CI pupils were identified through qualitative research. These factors were categorized into six groups, i.e., individual, input (language-related factors, speaker-related factors), note- taking (inappropriate note-taking skill, lack of creativity in taking notes), environmental (noise and distraction, peer-related factors), output (meaning transfer, delivery), and teacher-related (testing, teachers’ behavior). Moreover, the study found that factors to reduce anxiety in consecutive interpreting could be classified as teacher-related and trainee-related factors each with additional sub-factors.</p>","PeriodicalId":36383,"journal":{"name":"Asian-Pacific Journal of Second and Foreign Language Education","volume":"88 1","pages":""},"PeriodicalIF":1.5000,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asian-Pacific Journal of Second and Foreign Language Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1186/s40862-024-00260-6","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Given the inherent association of interpreting with feelings of anxiousness, the subject of interpreting poses a formidable challenge for students in this field. A large number of prospective interpreters assert that they are unable to complete the assignment to a satisfactory level because they are unable to get past their fear. The harmful effect of anxiety on the interpreting performance of student trainees could result in failure and fully inhibit their accomplishment. Despite the growing recognition of anxiety as a significant challenge in interpreting education, there is a lack of comprehensive studies investigating the specific factors contributing to anxiety in consecutive interpreting and effective strategies for its reduction. To address this issue and in order to identify the factors contributing to trainees’ anxiety and those that might help to reduce consecutive interpreting (CI) anxiety, thirty students were chosen to participate in semi-structured interviews. Different factors exerting an effect on the anxiety levels of Iranian CI pupils were identified through qualitative research. These factors were categorized into six groups, i.e., individual, input (language-related factors, speaker-related factors), note- taking (inappropriate note-taking skill, lack of creativity in taking notes), environmental (noise and distraction, peer-related factors), output (meaning transfer, delivery), and teacher-related (testing, teachers’ behavior). Moreover, the study found that factors to reduce anxiety in consecutive interpreting could be classified as teacher-related and trainee-related factors each with additional sub-factors.
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