According to cognition hypothesis, although language and thought are closely related, they are not generated from the same origin and do not develop in parallel. In language acquisition, cognition is prior to language and thought shapes language while language partially influences thought; in language use, despite more complicated interactions between the two, thought is not necessarily in linguistic form. A cer-tain natural language system differs from another not only by its specific aspects of linguistic form (phonet-ics, lexical, syntax, prosody, etc.), but also by the nation’s way of thinking as well as its social and cul-tural characteristics beyond linguistic form. All these elements constitute “the genius of the language”(“le génie de la langue”). This paper attempts to sort out and clarify this notion, with certain assumptions that interpreter’s mastery of the genius of his working languages influences in great deed the quality and effec-tiveness of his work, in the treatment of language transfer as well as different levels of the communication of sense in the three-stage process of interpreting(comprehension, transference and output).%语言思维认知观认为，语言与思维关系密切，但并非同源产生、平行发展。语言习得过程中，思维塑造语言，而语言则影响和部分构建某些思维；语言使用过程中，二者关系愈加密切，但仍存在着无需语言外壳的思维。不同的自然语言语符系统不仅在韵律、词语、句法、篇章结构等方面呈现为各异的语言形式，还蕴含着各自民族的思维方式、社会文化特色及其发展阶段，这些要素构成了一门语言的“语言特质”（le génie de la langue）。文章通过梳理和厘清“语言特质”这一概念，从而推测不同水平译员对工作语言的语言特质的掌握程度会影响他们在口译过程三阶段（理解、转换、产出）中对语言形式的处理程度和信息传达效果。
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