A Measure for Sight Translation Anxiety: Questionnaire Development and Validation
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Recently, interpretation studies have tapped into the issue of anxiety, trying to identify the stress factors for students learning this discipline. Although many studies have been conducted on the instruction and learning of consecutive and simultaneous interpretation, the research related to sight translation (ST) is scarce. ST is the practice of interpreters reading the source text but delivering the rendition orally, making this practice more similar to interpreting in nature. ST is suggested to be taught as a preparatory course (Ilg and Lambert 2004) for those learning interpreting, and learners of interpretation face shared challenges and concerns. For these reasons, this study aimed at putting together a questionnaire for measuring anxiety-triggering factors for ST learners, so instructors could design their course activities to increase both learner interest and learning effectiveness. The questionnaire previously proposed by Lu and Liao (2012) was modified and refined through factor analyses. The original 34 items were narrowed down to 21 items, covering five subscales: learners’ concerns about evaluation (both from their peers and instructor), cognitive challenges in ST, worries about English competence, anxiety in ST performance, and attitudes of learning ST.
Abstract
Recently, interpretation studies have tapped into the issue of anxiety, trying to identify the stress factors for students learning this discipline. Although many studies have been conducted on the instruction and learning of consecutive and simultaneous interpretation, the research related to sight translation (ST) is scarce. ST is the practice of interpreters reading the source text but delivering the rendition orally, making this practice more similar to interpreting in nature. ST is suggested to be taught as a preparatory course (Ilg and Lambert 2004) for those learning interpreting, and learners of interpretation face shared challenges and concerns. For these reasons, this study aimed at putting together a questionnaire for measuring anxiety-triggering factors for ST learners, so instructors could design their course activities to increase both learner interest and learning effectiveness. The questionnaire previously proposed by Lu and Liao (2012) was modified and refined through factor analyses. The original 34 items were narrowed down to 21 items, covering five subscales: learners’ concerns about evaluation (both from their peers and instructor), cognitive challenges in ST, worries about English competence, anxiety in ST performance, and attitudes of learning ST.
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