Earticle

Research has shown that significant foreign language anxiety is experienced by many students with respect to some aspects of foreign language learning (Horwitz, Horwitz, & Cope, 1986). This study picks up on such a premise to examine whether such results apply to translation education. The purpose of this study is to test the reliability and validity of the Translation Apprehension Test (TAT) adapted from the Writing Apprehension Test by Daly and Miller (1975). A factor analysis is conducted to examine whether the test items form factors that can explain the anxiety experienced by students. The study also examines the relationship between translation anxiety and translation performance to see whether anxiety deters translation performance as it does foreign language. Implications for teaching are also included.