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Dr. ZHAO Nan

Dr. ZHAO Nan

Programme Director, M.A. Programme in Translation and Bilingual Communication; Assistant Professor, Department of Translation, Interpreting and Intercultural Studies

Phone number3411 7195
ORCID number0000-0002-2053-8970



Ph.D. in Psycholinguistics, 2015.

M.A. Interpreting Practice and Theory, 2009.

B.A. English Language and Literature, 2007.

Research area(s):

Psycholinguistics of interpreting and translation; Interpreting training and competence test; Self-monitoring mechanism of interpreters.

Teaching area(s):

Interpreting technologies, Simultaneous interpreting, Business interpreting, Linguistics for Translators, Placement portfolio.

Taught previously at:

University of Essex

Selected output(s):

  1. Cai, Z.G., & Zhao, N. (2024). Structural priming: An experimental paradigm for mapping linguistic representations. Language and Linguistics Compass, 18(2), e12507.

  2. Zhao, N. Cai, Z.G. and Dong, Y. (2023). Speech errors in consecutive interpreting: Effects of language proficiency, working memory, and anxiety. Plos One.

  3. Zhao, N. (2023). A validation study of a consecutive interpreting test using many-facet Rasch analysis. Frontiers in Communication.

  4. Zhao, N. (2023). Use of Computer-Assisted Interpreting Tools in Conference Interpreting Training and Practice During COVID-19. In K. Liu & A. K. F. Cheung (Eds.), Translation and Interpreting in the Age of COVID-19 (pp.331-347). Edinburgh University Press. ISBN: 978-981-19-6680-4.

  5. Cai, Z. G., Zhao, N., Lin, H., Xu, Z., & Thierfelder, P. (2022). Syntactic encoding in written language production by deaf writers: A structural priming study and a comparison with hearing writers. Journal of Experimental Psychology: Learning, Memory, and Cognition.

  6. Liu, K.L., Cheung, J.O., and Zhao, N. (2022). Learner corpus research in Hong Kong: past, present and future. Corpora. Vol. 17 (SI): 79–97.

  7. Zhao, N. (2022). Speech Disfluencies in Consecutive Interpreting by Student Interpreters: The Role of Language Proficiency, Working Memory, and Anxiety. Frontiers in Psychology.

  8. Zhao, N., Chen, X., & Cai, Z.G. (2022). Planning ahead: Interpreters predict source language in consecutive interpreting. Bilingualism: Language and Cognition 25, 588–602. S1366728921001097.

  9. Cai, Z. G., Zhao, N. & Pickering, M. J. (2022). How do people interpret implausible sentences? Aug 2022, Cognition. 225, 105101.

  10. Chou, I., Liu, K. & Zhao, N. (2021).  Effects of Directionality on Interpreting Performance: Evidence from Interpreting Between Chinese and English by Trainee Interpreters. Frontiers in Psychology. 12, 781610.

  11. Cai, Z.G., Huang, S., Xu, Z., & Zhao, N. (2021). Objective ages of acquisition for 3300+ simplified Chinese characters. Behavior Research Methods.

  12. Cai, Z.G., Sun, Z., & Zhao, N. (2021). Interlocutor modelling in lexical alignment: The role of linguistic competence. Journal of Memory and Language.

  13. Cai, Z.G & Zhao, N. (2019). The sound of gender: Inferring the gender of names in a foreign language. Journal of Cultural Cognitive Science, 3, 63-73. 

  14. Dong, Y.-P, Li, Y., Zhao, N. (2019). Acquisition of interpreting strategies by student interpreters. The Interpreter and Translator Trainer, 408-425.

  15. Cai, R. Dong, Y. -P, Zhao, N. & Lin, J. (2015). Factors contributing to individual differences in the development of consecutive interpreting competence for beginner student interpreters.The Interpreter and Translator Trainer, 104-120.

Current project(s):

  1. Fund for Innovative Technology in Education (FITE) from The University Grants Committee (UGC). Implementing Innovative Technology in Conference Interpreting and Performance-based Language Education. (as PI);

  2. HKBU Service-Learning Mini-Grants. Market-oriented Service-Learning in Interpreting Placement. Feb – July 2023. (as PI);

  3. UGC Special Grant for Strategic Development of Virtual Teaching and Learning. Virtual Teaching and Learning for Interpreter Training and Beyond. 2021/23. (as Co-PI).

Full CV