The development of translation and interpreting competence and expertise is the outcome of, among other things, sustained formal training and deliberate practice. Many studies have attempted to examine the training effects on different aspects of cognitive processing and translation products, hoping that a good understanding of this issue will inform translation curricular innovations. Unfortunately, the results thereof have so far been inconsistent, thus hindering related curricular efforts. Intending to solve the problem, the present study utilized eye-tracking technology to gather empirical evidence to ascertain how training and experience affect student interpreters’ cognitive load, interpreting speed and output quality. To achieve this, beginner and advanced interpreting students were invited to perform unrehearsed L1 and L2 sight interpreting tasks between English and Chinese. The results show that the advanced students demonstrated both more efficient processing and better output quality than the beginners in the processing of entire texts and the problem trigger of low-frequency words (LFWs), but not complex noun phrases (CNPs). No greater training effect was found for the advanced students than for the beginner students in L1 translation, but both more efficient and better output were found for the former than for the latter group in the more challenging L2 translation.

笔译和口译能力和专业知识的发展，除其他外，是持续的正规培训和深思熟虑的结果。许多研究试图检验培训对认知处理和翻译产品不同方面的影响，希望对这一问题的深入了解将为翻译课程创新提供信息。不幸的是，到目前为止，其结果是不一致的，从而阻碍了相关的课程工作。为了解决这个问题，本研究利用眼动追踪技术来收集经验证据，以确定培训和经验如何影响学生口译员的认知负荷，口译速度和输出质量。为了达成这个，邀请初学者和高级口译学生在英语和汉语之间进行未练习的L1和L2视线翻译任务。结果表明，与初学者相比，高级学生在处理全文和低频单词（LFWs）而不是复杂名词短语（CNPs）的问题触发方面表现出比初学者更高的处理效率和更好的输出质量。在L1翻译中，高级学生的培训效果没有初学者那么好，但是在更具挑战性的L2翻译中，前者的学习效率更高，输出更好。结果表明，与初学者相比，高级学生在处理全文和低频单词（LFWs）而不是复杂名词短语（CNPs）的问题触发方面表现出比初学者更高的处理效率和更好的输出质量。在L1翻译中，高级学生的培训效果没有初学者那么好，但是在更具挑战性的L2翻译中，前者的学习效率更高，输出更好。结果表明，与初学者相比，高级学生在处理全文和低频单词（LFWs）而不是复杂名词短语（CNPs）的问题触发方面表现出比初学者更高的处理效率和更好的输出质量。在L1翻译中，高级学生的学习效果没有初学者那么好，但是在更具挑战性的L2翻译中，前者的学习效果比后者好，并且输出更好。