Conclusion

In this chapter，we have explored the relationship between self-efficacy and interpreting training among students，who study Chinese-English interpreting at a university in Australia.Self-efficacy is multidimensional，involving three areas of one’s capabilities including:motivation，resources and action，and it draws upon four major sources including:mastery experience，vicarious experience，verbal persuasion，and physiological state.We have identified a series of issues in relation to self-efficacy and interpreting training among Chinese-English interpreting students from the perspectives of the students and the lecturer.In particular，we have addressed three specific research questions:①How do students perceive their interpreting training in a multimedia-based learning environment in relation to their self-efficacy beliefs?②To what extent does the lecturer play a role in developing students’self-efficacy in the interpreting training class? ③What are the implications of enhancing students’self-efficacy for teaching Chinese-English interpreting in Australia?Our research shows that self-efficacy is a multilayered concept with a domain specificity.In this sense，interpreting training should take the concept of self-efficacy into consideration to establish a conducive pedagogic relationship among students，the lecturer and the multimedia-based situated learning environment.This chapter is of significance for further understanding and enhancing the teaching of students of multilingual and multicultural backgrounds in Australian universities.