ArticleFrontiers in psychology2022
Speech Disfluencies in Consecutive Interpreting by Student Interpreters: The Role of Language Proficiency, Working Memory, and Anxiety.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed, 14 citations in OpenAlex.
- Unraveling the mystery of stuttering: clinical and physiological insights into its manifestation.Frontiers in human neuroscience · 2026Article
- Lost in translation: Decoding the errors in consecutive interpreting by Chinese EFL learners.PloS one · 2025Article
- Difficulties and Challenges of EFL Simultaneous Interpretation Among Saudi Undergraduates.Journal of psycholinguistic research · 2024Article
- Speech errors in consecutive interpreting: Effects of language proficiency, working memory, and anxiety.PloS one · 2023Article
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Authors and funding
1 author at 1 institution in 1 country.
Funding
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Abstract
Growing research has revealed that interpreters' individual cognitive differences impact interpreting. In this article, I examined how an interpreter's language proficiency, working memory, and anxiety level impact speech disfluencies in target language delivery. Fifty-three student interpreters took part in three cognitive tests, respectively, of their proficiency in English (their non-native language), working memory, and anxiety level. Then they consecutively interpreted an English speech into Mandarin (their native language); their target language output was coded for different types of disfluencies (pauses, fillers, repetitions, and articulatory disfluency). It was found that anxiety level, but not language proficiency and working memory, impacted the occurrence of disfluencies in general. In particular, more anxious interpreters tended to have more fillers, such as
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