康志峰编著的《认知心理视阈下的口译研究》系口译过程中认知心理作用的研究专著，探析了听焦虑模态和译焦虑模态理论，对听焦虑模态和译焦虑模态进行了实证研究，通过实证法验证相应的学科理论，发现了高焦虑和低焦虑与口译任务的完成呈明显的负相关，而中等焦虑与之呈正相关。

《认知心理视阈下的口译研究》适合于口译专业本科生、研究生以及对科技英语或口译跨学科研究感兴趣的读者。

Chapter one introduction

 1.1 statement of the problem

 1.2 context of the study

1.2.1 interpretation studies in the west

1.2.2 interpretation studies in china

1.2.3 the development of cognitive psychology

 1.3 methodology and rationale of the study

 1.4 the main issues to be researched

 1.5 significance and feasibility of the study

1.5.1 the theoretical significance of the study

1.5.2 the realistic significance of the study

1.5.3 feasibility of the study

 1.6 dissertation chapter organiza tion

Chapter two literature review

 2.1 general anxiety research

2.1.1 the classification of general anxiety

2.1.2 distinctions of general anxiety

2.1.3 effects of general anxiety theo ry on this study

 2.2 interpretation memory research

2.2.1 memory processing research

2.2.2 memory mechanism in interpretation

2.2.3 surmnary

 2.3 ap research

2.3.1 auditory physiology research

2.3.2 auditory attention research

2.3.3 listening and interpreting research

2.3.4 the design of aa mode

 2.4 ia research

2.4.1 difficulty of sl

2.4.2 syntactic differences between sl and tl

2.4.3 the relevance of cognitive psy ehology to interpreting

2.4.4 anxiety and interpreting aptitude

2.4.5 enlightement of the newest studies

2.4.6 summary

2.4.7 the design of la mode

Chapter three theoretical exploration of aa mode

 3.1 initiative aa mode research

 3.2 the purpose of aa mode study

 3.3 definition of aa mode

 3.4 the sources, the scope and the severity of aa

3.4.1 the sources of aa

3.4.2 the scope of aa mode

3.4.3 the severity of aa

 3.5 the impacts of aa on interpretation

3.5.1 aa impacts on input

3.5.2 aa impacts on ip

3.5.3 aa impacts on interpreting output

 3.6 summary

Chapter four theoretical exploration of la mode

 4.1 the purpose of ia mode study

 4.2 definition of ia mode and relationship between ia mode and interpreting

 4.3 the sources of ia

4.3.1 illocutionary stressors of ia

4.3.2 locutionary stressors of ia

 4.4 the psychological analyses of ia mode

4.4.1 fear of public interpreting

4.4.2 standing in evaluation of others

4.4.3 lack of sclconfidence and insecurity

4.4.4 feelings of threat

 4.5 the manifestations of ia

 4.6 scale of students'ia

4.6.1 scale of traditional interpreting anxiety

4.6.2 theoretical bases of ias

4.6.3 scope of students'ia

 4.7 severity of students'ia

4.7.1 severity of ha

4.7.2 severity of la

 4.8 ia impacts on interpreting

4.8.1 ha impactsil3

4.8.2 la impactsil3

4.8.3 effects of mall5

4.8.4 ia impacts on deixis

4.8.5 ia impacts on memory of interpreting

4.8.6 ia impacts on expressivity

Chapter five empirical studies of aa mode

 5.1 the survey of empirical stud ies

 5.2 the initiation of aa mode empirical studies

 5.3 the purpose of aa mode em pirical studies and questions revisited

 5.4 empirical studies on the sources, the scope and the severity of aa

5.4.1 evidences for the sources of aa

5.4.2 evidences for the scope of aa mode

5.4.3 evidences for the severity of aa

 5.5 evidences for the impacts of aa on interpretation

5.5.1 evidences for aa impacts on input of interpretation

5.5.2 evidences for aa impacts on ip of imerpretation

5.5.3 evidences for aa impacts on output of interpretation

 5.6 coping strategies

5.6.1 'aa+ea' strategy

5.6.2 medium arousal strategy

5.6.3 rl-mode strategy

5.6.4 five classroom strategies

 5.7 summary

Chapter six empirical studies of ia empirical mode

 6.1 the purpose of ia empirical studies

 6.2 methodologies of ia empirical studies

 6.3 empirical studies on question one

6.3.1 evidences for sources of 1a

6.3.2 evidences for the scale of ia

6.3.3 evidences for the severity of ia

6.3.4 evidences for ia impacts on interpreting205

 6.4 empirical studies on question two

6.4.1 preparation of the survey research

6.4.2 the survey of students

6.4.3 compartive studies of the surveys

 6.5 empirical studies on question three

6.5.1 definition of 'aa+ ea' strategy

6.5.3 aa strategy in the domain of as

6.5.4 medium arousal strategy

6.5.5 em and 'ea' strategy

6.5.6 individual mood adjustment strategy

 6.6 summary

Chapter seven correlations between aa mode and ia mode

 7.1 differences between aa mode and la mode

 7.2 similarities between aa mode and la mode

 7.3 the correlation between aas and ias

 7.4 the ha correlation between aa mode and la mode

 7.5 the result correlation be tween aa mode and ia mode

 7.6 the prominence of aa

 7.7 summary

Chapter eight concluding remarks

 8.1 achievements of this study

8.1.1 theoretical construction of aa and 1a

8.1.2 aa and la findings through empirical studies

8.1.3 aa and la strategy use

 8.2 implications of this study

8.2.1 theoretical implications

8.2.2 instructional implications

 8.3 limitations of the study

 8.4 suggestions for future studies

 8.5 conclusion

appendix a ctas

appendix b questionnaire Ⅰ

appendix c questionnaire Ⅱ

appendix d questionnaire Ⅲ

appendix e questionnaire Ⅳ

appendix f questionnaire Ⅴ

appendix g questionnaire Ⅵ

appendix h questionnaire Ⅶ

references