口译课堂同伴互评与口译焦虑、口译水平的关系

本文以广东外语外贸大学翻译本科专业42名学生为研究对象，运用实证研究方法，探讨口译课堂上同伴互评对学生的口译课堂焦虑与口译水平的影响。通过独立样本T检验，发现口译课堂同伴互评能够显著降低学习者"害怕负面评价"的焦虑感，但对"交际恐惧"和"测试恐惧"没有显著影响。此外，通过对比受试的期中和期末考试成绩，研究发现同伴互评能显著提高已学过内容的口译成绩，但对未学内容的口译成绩没有显著影响。

This paper reports an experimental study on 42 BTl students in Guangdong University of Foreign Studies, exploring the impact of in-class peer-assessment on classroom anxiety and interpreting performance. Informed by the independent sample T-test, this paper points out that in-class peer-assessment significantly lowers "fear of negative evaluation", but has no significant impact on "communication apprehension" or "test anxiety". In addition, judging from the comparison of mid-term and end-of-term exams, peer-assessment significantly improves the performance of interpreting what students have learned, but has little statistical impact on the performance of interpreting what they have not learned.