口譯的認知處理要求讓初學者備感壓力。而焦慮是人類面對壓力而產生的情緒反應，會影響專注力、思考和行為表現。許多學生表示，從英語學習轉換到口譯學習的情境，後者的壓力與焦慮感受明顯高很多。儘管承受種種心理負荷，仍有許多學生表示喜歡口譯，願意進一步修習更進階的口譯課程，想必學生從口譯過程中獲得樂趣，如Csikszentmihalyi(1975)所稱的最優體驗或心流(flow)。
為了瞭解學生在學習口譯過程的焦慮與心流感受，本研究以問卷調查與個別訪談，探究翻譯研究所學生學習口譯的心路歷程。研究者參考前人的文獻與問卷(Chiang, 2006; Schweda-Nicholson, 1985; Wu, 1999; 李翠芳, 1999; 周兆祥、陳育沾, 1999; 劉和平, 2005)，並根據自身學習經驗，發展出本研究所使用之「口譯學習焦慮問卷」。普查母群為國內六所翻譯研究所共90位正在修習口譯課的學生，施測後共收回81份有效問卷。其次經由統計分析所得結果，將樣本分成高度焦慮(5點量表中M > 4)、中度焦慮(5點量表中M = 3-3.5)、低度焦慮(5點量表中M< 2.5)三組，並以最大變異取樣法(maximum variation sampling)(Patton, 2002) 選出11位學生進行個別訪談。
問卷分析結果顯示，研究所學生對於學習口譯具有中等程度的焦慮(M= 3.43)，且經統計上獨立t檢定顯示不同性別、年級、和有無口譯實務經驗等變項，並無顯著的焦慮程度差異，但口譯學習焦慮與外語學習焦慮呈顯著中等相關(r = .59, p=0.01)。最讓學生感到焦慮的是演講主題不熟悉(M= 4.28)，其次是各領域的專業術語(M= 4.26)，以及講者口音(M= 4.26)。而訪談結果顯示大多數學生皆曾在口譯過程中產生順暢、輕鬆不費力、與講者合而為一等感受，並在活動結束之後產生成就感、更有自信。雖然心流狀態的有無，主要取決於講者與題材，學生卻也近乎一致地表示，事前充實背景知識，良好的精神狀態，在活動前先讓自己平靜下來，會更容易產生心流。本文最後也將探討如何將這些學習口譯的焦慮與心流經驗，整合至口譯教學，以提升口譯教學的成效，藉此擴大口譯研究領域中對於學習口譯心理層面的瞭解，並提供口譯學習者與教師更多自學與教學上的參考。

Stress from cognitive processing demand in interpreting is said to be most strongly felt by interpreting students who are still grappling with multitasking. Anxiety is one of the responses to stress, and it may interfere with students’ concentration, thinking and performance. While students have described interpretation learning as more stressful and anxiety-provoking than English learning, they have also voiced their interests in interpreting and willingness to take more advanced courses. It is likely that students have experienced certain level of positive emotions, or flow (Csikszentmihalyi, 1975), during interpreting learning process, thereby motivated to repeat the activity.
The purpose of the study is to explore the affective domain of interpreting learning, namely anxiety and flow, via questionnaires and interviews. Interpreting students in this study reported a moderate level of anxiety (M= 3.42) towards interpreting training. While the result of an independent t-test showed no significant difference between interpreting learning anxiety in terms of students’ genders, years of study, and field experience in interpreting, interpreting classroom anxiety proved to be significantly correlated with their foreign language classroom anxiety (r= .59, p= 0.01). Among the various factors contributing to interpreting anxiety, unfamiliar subject of speech was the most anxiety-provoking (M= 4.28), followed by jargons (M = 4.26) and unfamiliar accent (M= 4.26). As evidenced by interview responses, the state of flow was an experience shared by many informants, who described it as smooth, effortless, and merging with the speaker. Students also expressed a sense of achievement and felt better and more confident after the flow experience. Although speaker and topic are the main determinants of flow, good preparation, both mentally and physically, could also facilitate the state of flow during interpreting. Based on the aforementioned findings, the study ends with a discussion of an interpreting training process that takes into account anxiety and flow experiences among students, in an attempt to achieve greater interpreting learning and teaching outcomes.

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