Unlike in the early days of interpreter training, most student interpreters nowadays are still in the process of acquiring their target language(s), which raises questions as to which skills — linguistic as well as non-linguistic — may be required at the outset of interpreter training. This study focuses on individual difference variables and how these relate to interpreting students’ performance. It aims to investigate the ways in which the profiles of translation and interpreting students differ by obtaining information regarding their self-perceived communication competence, self-perception of language skills, anxiety levels and integrative motivation. These profiles are then related to the students’ sight translation performances, arguably a hybrid activity between translating and interpreting that is as cognitively demanding as simultaneous and consecutive interpreting. The students’ performances were assessed by a ‘blind judge’ along two parameters: (1) overall interpreting performance and (2) fluency. The results suggest that the two groups indeed differ significantly with regard to some of the individual difference variables. However, no significant correlations between these variables and students’ sight translation performance were found.
2018. Towards a typology of pedagogy-oriented translation and interpreting research. The Interpreter and Translator Trainer 12:3 ► pp. 322 ff.
Abdel Latif, Muhammad M. M.
2020. Translation/Interpreting Learning and Teaching Practices Research. In Translator and Interpreter Education Research [New Frontiers in Translation Studies, ], ► pp. 39 ff.
2017. Should Math Tools and Quantitative Methods be Part of University-based Translator and Interpreter’s Training? Russian Graduates’ Voices in the Focus. EURASIA Journal of Mathematics, Science and Technology Education 13:8
Cai, Rendong, Jiexuan Lin & Yanping Dong
2023. Psychological factors and interpreting competence in interpreting students: a developmental study. The Interpreter and Translator Trainer 17:2 ► pp. 246 ff.
Cifuentes-Férez, Paula & Purificación Meseguer Cutillas
2024. Anxiety-provoking factors in consecutive interpreting: a qualitative study of Iranian student interpreter trainees. Asian-Pacific Journal of Second and Foreign Language Education 9:1
Giustini, Deborah
2020. Interpreter training in Japanese higher education: An innovative method for the promotion of linguistic instrumentalism?. Linguistics and Education 56 ► pp. 100792 ff.
2023. Driving Agentic Empowerment With Metatheory. In Handbook of Research on Solutions for Equity and Social Justice in Education [Advances in Educational Marketing, Administration, and Leadership, ], ► pp. 19 ff.
Hayes, Catherine
2024. Instructional Design at the Front Line. In Inquiries of Pedagogical Shifts and Critical Mindsets Among Educators [Advances in Educational Marketing, Administration, and Leadership, ], ► pp. 78 ff.
Hiltunen, Sinikka, Heli Mäntyranta & Ilmari Määttänen
2019. Cooperativeness – A necessary trait for interpreters? A study on temperament and character dimensions of experts in different fields. International Journal of Bilingualism 23:6 ► pp. 1385 ff.
Hubscher-Davidson, Séverine
2014. Emotional Intelligence and Translation Studies: A New Bridge. Meta 58:2 ► pp. 324 ff.
Korpal, Paweł
2016. Interpreting as a stressful activity: physiological measures of stress in simultaneous interpreting. Poznan Studies in Contemporary Linguistics 52:2
2022. Studying interpreters’ stress in crisis communication: evidence from multimodal technology of eye-tracking, heart rate and galvanic skin response. The Translator 28:4 ► pp. 468 ff.
Liu, Jing
2022. A dynamic approach to understanding motivation in an interpreting course. Language Sciences 92 ► pp. 101472 ff.
2023. Discourse-based recall, language anxiety and achievement motive: revisiting interpreting aptitude testing in the Chinese context. The Interpreter and Translator Trainer 17:1 ► pp. 54 ff.
Melicherčíková, Miroslava
2022. Motivácia profesionálnych tlmočníkov a študentov/absolventov: podobnosti a rozdiely. Nová filologická revue 14:1 ► pp. 58 ff.
Melicherčíková, Miroslava & Soňa Hodáková
2023. Prieniky a odlišnosti v kognitívno-osobnostnom profile a tlmočníckom výkone profesionálov a študentov,
OKATAN, Semih
2023. Examining Translator Candidate Students’ Strengths and Weaknesses in Note-taking System While Interpreting Consecutively. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi :37 ► pp. 1432 ff.
Rojo, Ana
2017. The Role of Emotions. In The Handbook of Translation and Cognition, ► pp. 369 ff.
2014. Testing aptitude for interpreting. Interpreting. International Journal of Research and Practice in Interpreting 16:1 ► pp. 1 ff.
Su, Wei
2023. Investigating student interpreters’ emotional component of aptitude: a mixed method approach. The Interpreter and Translator Trainer 17:1 ► pp. 119 ff.
2023. Exploring individual differences in the prediction of awareness and improvement in trainee interpreters: an aptitude-treatment interaction approach. The Interpreter and Translator Trainer 17:1 ► pp. 133 ff.
Yan, Jackie Xiu, Jun Pan & Honghua Wang
2018. The Interplay Between Foreign Language Anxiety, Willingness to Communicate and Other Learner Factors in Tertiary Interpreting Classrooms. In Research on Translator and Interpreter Training [New Frontiers in Translation Studies, ], ► pp. 147 ff.
Zhu, Xuelian & Vahid Aryadoust
2022. A Synthetic Review of Cognitive Load in Distance Interpreting: Toward an Explanatory Model. Frontiers in Psychology 13
This list is based on CrossRef data as of 31 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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