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ANXIETY EXPERIENCED BY STUDENT INTERPRETERS IN CONSECUTIVE INTERPRETING PRACTICE: A CASE STUDY OF FACULTY OF ENGLISH, UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES, HUE UNIVERSITY : NHỮNG LO LẮNG MÀ SINH VIÊN CHUYÊN NGÀNH PHIÊN DỊCH GẶP PHẢI TRONG QUÁ TRÌNH THỰC HÀNH PHIÊN DỊCH ỨNG ĐOẠN: NGHIÊN CỨU TRƯỜNG HỢP TẠI KHOA TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ / HỒ THỊ PHƯƠNG OANH, HOÀNG THỊ LINH GIANG Huế, 202369tr. ; 28cm.Trường Đại học Ngoại ngữ - Đại học HuếThe interpreting process is complicated and the interpreters’ performance is affected by many different factors. Among various types of interpretation, consecutive interpreting (CI) is being taught most at many universities. According to Gile’s (2009) Effort Model for consecutive interpreting, the CI process is divided into two phases, the first one including efforts in note-taking, listening and analysis, and short-term memory, and the second one consisting of remembering, note-reading, and production. Hence, the current study adapts Gile’s (2009) Effort Model for CI and seeks to address the sources of anxiety in the two stages experienced by the interpreting students and their strategies for dealing with anxiety in CI practice classes. This study adopts a mixed methods research design via the use of a questionnaire and semi-structured interviews to obtain data from 43 interpreting students who are fourth-year English majors at the Faculty of English, the University of Foreign Languages and International Studies, Hue University. The results reveal that the students have experienced anxiety regarding the following elements in different stages of the interpreting process: active listening, note-taking skills, and cross-cultural awareness in the pre-interpreting stage, and short-term memory, public speaking skills, and evaluation from classmates in the delivery stage. Specifically, the respondents seemed to have most difficulty with their intercultural knowledge or their short-term memory, whereas they were less anxious about their public speaking skills or the production stage in general. In addition, the study also found some coping strategies used by the students to overcome stress and boost their confidence in the interpreting classes such as practice, keeping calm and focused, or making careful preparation, etc. Besides, the findings also indicate the lack of students’ self-consciousness about the anxiety that they have experienced and the support of interpreting trainers in assisting students to deal with stress in the interpreting process. Accordingly, the iii study also provides some pedagogical implications for interpreting students and the interpreter trainers to alleviate students’ anxiety and increase their confidence.
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