Contextualization has been widely approached in the study of interpreting context.However,there is a lack of measurement for interpreting students'construct validity of contextualization competence.As such,this study carries out consecutive interpreting tests and questionnaire surveys among 312 Chinese-English(C-E)interpreting students from four universities in China,and conducted a confirmatory factor analysis on construct validity of contextualization competence and its impact on information fidelity by adopting AMOS modeling.The findings indicate that the contextualization compe-tence involves the interplay of the four constructs including situation integration,intercultural communication,discourse inference and mental regulation,with the former exerting an increasing influence on the latter.In addition,the contextu-alization competence exerts a direct positive correlation to information fidelity,and the four constructs have an indirect in-fluence on the latter through their interaction with the former.The analysis reveals that possession of more contextual re-sources does not necessarily produce better performance unless such resources are integrated into contextualization.There-fore,besides acquisition of contextual resources,we should cultivate students'competence of operating these resources,with a focus on mental regulation training.
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万方数据
