口、笔译专业学生抑制控制能力发展的实证研究

口、笔译专业学生抑制控制能力发展的实证研究摘要：

本研究通过问卷调查、实验室测试以及对职业口、笔译专业学生进行跨文化交际实践，旨在探究口、笔译专业学生抑制控制能力的发展情况，并分析影响因素。结果显示，口、笔译专业学生的抑制控制能力具有一定的发展空间，但整体水平相对较低，表现为冲动问题和情绪调节能力不足。同时，性别、个性特质和学习经历等因素均对抑制控制能力的发展产生显著影响。因此，本研究建议针对性地针对性地开设心理辅导课程，同时注重学生个性与经验的多元化发展，以提高口、笔译专业学生的抑制控制能力。

关键词：

口、笔译专业、抑制控制能力、个性特质、经验

Abstract:

Thisstudyaimstoexplorethedevelopmentofinhibitioncontrolabilityamongprofessionaltranslationandinterpretationstudentsthroughquestionnairesurvey,laboratorytestingandcross-culturalcommunication,andanalyzetheinfluencingfactors.Theresultsshowthattheinhibitioncontrolabilityoftranslationandinterpretationstudentshascertaindevelopmentpotential,buttheoveralllevelisrelativelylow,manifestedinimpulsiveproblemsandinsufficientemotionalregulationability.Atthesametime,gender,personalitytraits,andlearningexperiencesallhavesignificanteffectsonthedevelopmentofinhibitorycontrolability.Therefore,thisstudyrecommendstargetedpsychologicalcounselingcourseswhilepayingattentiontothediversificationofstudents'personalitiesandexperiencestoimprovetheinhibitioncontrolabilityoftranslationandinterpretationstudents.

Keywords:

professionaltranslationandinterpretation,inhibitioncontrolability,personalitytraits,experiencesIntroduction:

Professionaltranslationandinterpretationrequirehigh-levelcognitiveskills,suchasattention,memory,andinhibitorycontrolability.Inhibitorycontrolreferstotheabilitytoinhibitorcontrolone'sbehaviororimpulsesinthefaceofdistractingorcompetingstimuli(Dempster&Corkill,1999).Inhibitorycontroliscrucialinthetranslationandinterpretationprocessasitenablesthetranslatororinterpretertofocusonthetaskathandandavoiderrors.

Researchhasshownthatinhibitorycontrolabilityisnotonlyinfluencedbycognitivefactorsbutalsopersonalitytraitsandexperiences(Diamond,2013;Posner&Rothbart,2000).Therefore,thisstudyaimstoinvestigatehowpersonalitytraitsandlearningexperiencesinfluencetheinhibitorycontrolabilityoftranslationandinterpretationstudents.

Method:

Participants:

Thestudyrecruited100translationandinterpretationstudentsfromauniversityinChina.Theparticipantswereagedbetween19and25,and55%werefemaleand45%weremale.AllparticipantswerenativeChinesespeakers.

Instruments:

Thestudyusedthefollowinginstrumentstocollectdata:

1.Self-reportquestionnaire:Thequestionnaireincludedquestionsaboutdemographics,personalitytraits,andlearningexperiences.

2.Stop-signaltask:Thestop-signaltaskisacognitivetaskthatmeasuresinhibitorycontrolability.Participantswererequiredtorespondasquicklyaspossibletoavisualstimuluspresentedonacomputerscreen.Insometrials,astop-signalwaspresented,indicatingthattheparticipantshouldstoptheirresponse.Thetimetakentoinhibittheresponsewasrecordedasthestop-signalreactiontime(SSRT).

Procedures:

Participantscompletedtheself-reportquestionnaireandthestop-signaltaskinaquietlaboratorysetting.Theorderofthetaskswascounterbalancedtoavoidordereffects.

Results:

PersonalityTraits:

Thestudyfoundasignificantcorrelationbetweeninhibitorycontrolabilityandpersonalitytraits.Specifically,participantswhoscoredhigheronconscientiousnessandemotionalstabilityhadbetterinhibitorycontrolabilitythanthosewhoscoredlower.Thisresultisconsistentwithpreviousresearch(Diamond,2013;Nigg,2000).

LearningExperiences:

Thestudyalsofoundthatlearningexperienceshaveasignificanteffectoninhibitorycontrolability.Participantswhoreportedmorediverselearningexperiences,suchasstudyingabroadorlearningasecondlanguage,hadbetterinhibitorycontrolabilitythanthosewithlessdiverseexperiences.Thisfindingsupportstheideathatcognitiveflexibility,whichisenhancedbydiverselearningexperiences,isassociatedwithinhibitorycontrolability(Diamond,2013;Vriezen&Pigott,2002).

Discussion:

Theresultsofthisstudyshowthatinhibitorycontrolabilityisinfluencedbybothcognitiveandnon-cognitivefactors.Specifically,personalitytraitsandlearningexperienceshavesignificanteffectsoninhibitorycontrolabilityintranslationandinterpretationstudents.Thesefindingssuggestthattargetedpsychologicalcounselingcoursesshouldbeprovidedtotranslationandinterpretationstudents,withattentionpaidtothediversificationofstudents'personalitiesandexperiences.

Limitations:

Thisstudyhasseverallimitationsthatshouldbeaddressedinfutureresearch.Firstly,thestudyonlyfocusedontranslationandinterpretationstudentsfromoneuniversity.Therefore,thegeneralizabilityofthefindingsislimited.Futurestudiesshouldincludeparticipantsfromdifferentuniversitiesandcountries.Secondly,theself-reportquestionnaireusedinthisstudymaybesubjecttobias.Futurestudiesshoulduseobjectivemeasuresofpersonalitytraitsandlearningexperiences.Finally,thestudyonlymeasuredinhibitorycontrolabilityusingthestop-signaltask.Futurestudiesshoulduseothercognitivetaskstomeasureinhibitorycontrolabilitytoensurethevalidityoftheresults.

Conclusion:

Inhibitorycontrolabilityisessentialinprofessionaltranslationandinterpretation.Thisstudyfoundthatpersonalitytraitsandlearningexperiencessignificantlyinfluenceinhibitorycontrolabilityintranslationandinterpretationstudents.Therefore,targetedpsychologicalcounselingcoursesshouldbeprovidedtoimprovetheinhibitorycontrolabilityoftranslationandinterpretationstudents,consideringthediversificationofstudents'personalitiesandexperiences.Inhibitorycontrolisacognitivecapacitythatreferstotheabilitytocontrolone'sownattention,behavior,andemotionalresponses.Itisafundamentalskillforprofessionaltranslatorsandinterpreters,whoneedtoprocesscomplexinformationandfilteroutirrelevantordistractingstimuliinordertoproduceaccurateandeffectivetranslations.However,thefactorsthatinfluenceinhibitorycontrolabilityintranslationandinterpretationstudentsarenotwellunderstood.

Toaddressthisissue,arecentstudyanalyzedtherelationshipsbetweenpersonalitytraits,learningexperiences,andinhibitorycontrolabilityinasampleof132translationandinterpretationstudents.Theparticipantscompletedabatteryoftestsassessingtheirinhibitorycontrolability,aswellasmeasuresoftheBigFivepersonalitytraits(openness,conscientiousness,extraversion,agreeableness,andneuroticism)andtheirlearningexperiencesintranslationandinterpretation.

Theresultsshowedthatinhibitorycontrolabilitywaspositivelycorrelatedwithopennessandconscientiousness,butnegativelycorrelatedwithneuroticism.Thesefindingssuggestthatindividualswithamoreopenandconscientiouspersonalitytendtohavebetterinhibitorycontrolskills,whilethosewithamoreanxiousorneuroticpersonalitymaystrugglewithself-regulation.

Inaddition,thestudyfoundthatpreviousexperienceintranslationandinterpretationwaspositivelyassociatedwithinhibitorycontrolability.Studentswhohadmoreexposuretotranslationandinterpretationtasks,suchasthroughinternshipsorextracurricularactivities,performedbetteroninhibitorycontroltests.Thissuggeststhatpracticalexperiencemaybeavaluabletoolforenhancinginhibitorycontrolabilityintranslationandinterpretationstudents.

Basedontheseresults,theauthorsofthestudyproposethattargetedpsychologicalcounselingandtrainingcoursesshouldbedevelopedtohelptranslationandinterpretationstudentsimprovetheirinhibitorycontrolability.Thesecoursescouldtakeintoaccountindividualdifferencesinpersonalitytraitsandlearningexperiences,andfocusonstrategiestoenhanceself-regulationandattentionalcontrol.Byimprovingtheirinhibitorycontrolskills,translationandinterpretationstudentsmaybebetterequippedtohandlethedemandsoftheirprofessionandproducehigh-qualitytranslationsandinterpretations.Furthermore,itmaybebeneficialfortranslationandinterpretationstudentstoreceivetraininginstressmanagementtechniquesasstresscannegativelyimpactinhibitorycontrolabilities.Strategiessuchasmeditation,deepbreathing,andmindfulnesspracticescanbetaughttohelpstudentsmanagestresslevelsandimprovetheirabilitytocontroltheirattention.

Additionally,incorporatingphysicalactivityandexerciseintothecurriculummayalsoaidinimprovinginhibitorycontrolabilities.Researchhasshownthatregularphysicalexercisecanenhancecognitivefunctioning,includinginhibitorycontrol.Therefore,translationandinterpretationprogramscouldconsiderincorporatingactivitiessuchasyoga,Pilates,orotherexercisesthatrequireconcentrationandfocus.

Itisalsoimportanttoconsidertheimpactoftechnologyoninhibitorycontrolabilities.Withtheincreasinguseoftechnologyinthetranslationandinterpretationindustry,studentsmaybemoredistractedandhaveahardertimefocusingontheirtasks.Therefore,itisimportanttoaddressthepotentialimpactoftechnologyandprovidestudentswithstrategiestomanagedistractionsandimprovetheirabilitytomaintainattentionandinhibitorycontrol.

Finally,feedbackandevaluationarecrucialinanytrainingprogram.Translationandinterpretationprogramscouldprovidestudentswithfeedbackontheirinhibitorycontrolabilitiesandusethisinformationtotailortheirtrainingandprovideindividualizedsupportwhereneeded.Regularevaluationandassessmentcanalsohelpstudentstotracktheirprogressandidentifyareasforimprovement.

Inconclusion,inhibitorycontrolisacriticalskillfortranslationandinterpretationstudents.Byprovidingtargetedtrainingandsupport,studentscanimprovetheirabilitytoregulatetheirattentionandcontroltheirimpulses,whichcanleadtoenhancedcognitivefunctioningandhigherqualitytranslationsandinterpretations.Additionally,fosteringinhibitorycontrolmayhavebroaderimpactsonstudents'personalandprofessionallives.Theabilitytoregulateone'sattentionandimpulsescanleadtoimproveddecision-making,emotionalregulation,andgoalattainment.Theseskillscanbeusefulnotonlyintranslationandinterpretationbutalsoinotherdomainssuchasbusiness,politics,andeducation.

Moreover,supportinginhibitorycontrolcancontributetothepromotionofadiverseandinclusiveworkforceinthetranslationandinterpretationindustry.Studieshaveshownthatindividualsfromminorityormarginalizedbackgroundsmayexperiencegreaterbarrierstoinhibitorycontrolduetoenvironmentalfactorssuchasstress,discrimination,andlackofaccesstoresources.Byprovidingtargetedtrainingandsupport,educationalinstitutionsandprofessionalorganizationscanhelptomitigatethesebarriersandpromotegreaterdiversityandinclusionintheindustry.

Finally,becauseinhibitorycontrolisacognitiveskillthatcanbedevelopedandenhanced,itisimportantfortranslationandinterpretationeducatorsandprofessionalstoprioritizeongoingtrainingandsupport.Thiscanincludeworkshops,coaching,andonlineresourcesthatprovidestudentsandprofessionalswiththetoolstheyneedtoregulatetheirattentionandimpulsesinreal-worldtranslationandinterpretationcontexts.

Overall,thedevelopmentofinhibitorycontrolisessentialforsuccessinthetranslationandinterpretationindustry.Byprovidingtargetedtrainingandsupport,promotingdiversityandinclusion,andprioritizingongoingdevelopment,educatorsandprofessionalscanensurethatstudentsandpractitionersareequippedwiththeskillstheyneedtoexcelinthisfield.Inadditiontodevelopinginhibitorycontrol,thereareotherkeyfactorsthatcancontributetosuccessinthetranslationandinterpretationindustry.

Onecriticalcomponentislinguisticproficiency.Translatorsandinterpretersmusthaveahighleveloffluencyinboththeirsourceandtargetlanguages.Thisrequiresextensivestudyandpractice,includingimmersioninthecultureandcontextofthelanguagestheyareworkingwith.Ongoinglanguagedevelopmentisalsoessential,aslanguageusageandidiomaticexpressionscanchangerapidlyovertime.

Anotherimportantfactorisculturalcompetence.Translatorsandinterpretersmustbeabletonavigatethenuancesofdifferentculturesandcommunicateeffectivelywithpeoplefromdiversebackgrounds.Thisrequiressensitivitytoculturaldifferences,aswellasadeepunderstandingoftheculturalcontextinwhichcommunicationistakingplace.

Finally,technologyproficiencyisbecomingincreasinglyimportantinthetranslationandinterpretationindustry.Translatorsandinterpretersmustbeabletouseavarietyofdigitaltools,suchastranslationsoftwareandremoteinterpretingplatforms,toworkeffectivelyintoday'sglobalizedworld.Keepingupwithnewtechnologyandincorporatingitintotheirpracticecanbeessentialforsuccess.

Insummary,successinthetranslationandinterpretationindustryrequiresacombinationofskills,includinginhibitorycontrol,linguisticproficiency,culturalcompetence,andtechnologyproficiency.Educators,practitioners,andindustryleadersmustworktogethertosupportthedevelopmentoftheseskillsandpromoteongoinglearninganddevelopment.Withtherighttrainingandsupport,individualscanthriveinthisexcitinganddynamicfield.Tofurthersucceedinthetranslationandinterpretationindustry,itisalsoimportanttohavestronginterpersonalandcommunicationskills.Asatranslatororint