| Abstract in English | 第4-6页 |
| Abstract in Chinese | 第6-13页 |
| Chapter One Introduction | 第13-17页 |
| 1.1 Research Background | 第13-14页 |
| 1.2 Research Purposes | 第14-15页 |
| 1.3 Significance of the Research | 第15页 |
| 1.4 Organization of the Thesis | 第15-17页 |
| Chapter Two Literature Review | 第17-29页 |
| 2.1 Research on Foreign Language Anxiety | 第17-20页 |
| 2.1.1 Definition of Foreign Language Anxiety | 第17-18页 |
| 2.1.2 Measuring Foreign Language Anxiety | 第18-19页 |
| 2.1.3 Foreign Language Anxiety and Performance | 第19-20页 |
| 2.2 Test Anxiety | 第20-22页 |
| 2.2.1 Definition of Test Anxiety | 第21页 |
| 2.2.2 Test Anxiety and Performance | 第21-22页 |
| 2.3 Research on Interpreting Anxiety | 第22-24页 |
| 2.3.1 Definition of Interpreting Anxiety | 第22-23页 |
| 2.3.2 Interpreting Anxiety and Performance | 第23-24页 |
| 2.4 Research on Disfluency in Interpreting | 第24-29页 |
| Chapter Three Interpreting Test Anxiety and DisfluentPerformance | 第29-42页 |
| 3.1 Definition and Causes of Interpreting Test Anxiety | 第29-32页 |
| 3.1.1 Locutionary Causes | 第30-31页 |
| 3.1.2 Illocutionary Causes | 第31-32页 |
| 3.2 Measuring Interpreting Test Anxiety | 第32-34页 |
| 3.3 Defining and Measuring Disfluency in Consecutive Interpreting | 第34-35页 |
| 3.4 Accounting for Interpreting Disfluency | 第35-39页 |
| 3.4.1 Speech Production Model | 第36-37页 |
| 3.4.2 Effort Model | 第37-38页 |
| 3.4.3 Automaticity Model | 第38-39页 |
| 3.5 How Interpreting Test Anxiety Affects Fluency | 第39-42页 |
| Chapter Four The Experiment | 第42-46页 |
| 4.1. Research Questions | 第42-43页 |
| 4.2 Methods | 第43-46页 |
| 4.2.1 Participants | 第43页 |
| 4.2.2 Instruments | 第43-44页 |
| 4.2.2.1 Interpreting Test | 第43页 |
| 4.2.2.2 Interpreting Test Anxiety Questionnaire | 第43-44页 |
| 4.2.3 Procedures for Data Collection | 第44页 |
| 4.2.4 Data Analysis | 第44-46页 |
| Chapter Five Results and Discussion | 第46-63页 |
| 5.1 Analysis of Interpreting Test Anxiety Scores | 第46-50页 |
| 5.2 Analysis of Interpreting Disfluency Aspects | 第50-55页 |
| 5.3 Correlation between ITA and Interpreting Disfluency | 第55-58页 |
| 5.3.1 Correlation between High Level of ITA and Interpreting Disfluency | 第55-56页 |
| 5.3.2 Correlation between Medium Level of ITA and Interpreting Disfluency | 第56-57页 |
| 5.3.3 Correlation between Low Level of ITA and Interpreting Disfluency | 第57-58页 |
| 5.4 Discussion | 第58-63页 |
| Chapter Six Conclusion | 第63-67页 |
| 6.1 Summary of Major Findings | 第63页 |
| 6.2 Implications for Interpreting Training | 第63-66页 |
| 6.2.1 Enhancing Public Speaking Ability | 第64页 |
| 6.2.2 Keeping Medium Anxiety Level in Interpreting Learning | 第64-65页 |
| 6.2.3 Fostering the Habits of Self-monitoring | 第65页 |
| 6.2.4 Code-switching Strategy Use | 第65-66页 |
| 6.3 Limitations of the Research | 第66-67页 |
| Appendices | 第67-70页 |
| References | 第70-76页 |
| Acknowledgements | 第76页 |
