Article published In:
InterpretingVol. 6:1 (2004) ► pp.69–100
Applying language skills to interpretation
Student perspectives from signed and spoken language programs
Cited by
Cited by 20 other publications
Arnaiz-Castro, Patricia & Jessica Pérez-Luzardo Díaz
2016. Correlation between anxiety and academic self-concept in interpreter trainees. Círculo de Lingüística Aplicada a la Comunicación 67 ► pp. 57 ff. 
Blasco Mayor, Maria Jesus
2015. L2 proficiency as predictor of aptitude for interpreting. Translation and Interpreting Studies 10:1 ► pp. 108 ff.
Blasco Mayor, Maria Jesus
2017. L2 proficiency as predictor of aptitude for interpreting. In Translation and Interpreting Pedagogy in Dialogue with Other Disciplines [Benjamins Current Topics, 90], ► pp. 103 ff.
Fengxia, Jiang
2015. Evaluating Emotional Stability as a Predictor of Chinese MTI Students' Interpreter Aptitude. In Handbook of Research on Teaching Methods in Language Translation and Interpretation [Advances in Educational Technologies and Instructional Design, ], ► pp. 362 ff.
Fengxia, Jiang
2016. Evaluating Emotional Stability as a Predictor of Chinese MTI Students' Interpreter Aptitude. In Psychology and Mental Health, ► pp. 862 ff.
FIRAT, Berrak, Şirin OKYAYUZ & Mustafa Yaşar ŞAHİN
2022. THE ROLE OF SIGNED LANGUAGE INTERPRETERS IN THE COMMUNICATION AND INTERACTIONS OF COACHES WITH DEAF AND HARD-OF-HEARING ATHLETES. Pamukkale University Journal of Social Sciences Institute
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.
KALATA-ZAWŁOCKA, ALEKSANDRA
2021. Tłumaczenie języka migowego jako przedmiot badań naukowych. In Tłumacz języka migowego. Kim był? Kim jest? Kim będzie?,
Lee, Sang-Bin
2014. An Interpreting Self-Efficacy (ISE) scale for undergraduate students majoring in consecutive interpreting: construction and preliminary validation. The Interpreter and Translator Trainer 8:2 ► pp. 183 ff.
Li, Xiangdong
2018. Self-assessment as ‘assessment as learning’ in translator and interpreter education: validity and washback. The Interpreter and Translator Trainer 12:1 ► pp. 48 ff.
Liu, Yubo & Wei Zhang
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.
Pan, Jun & Jackie Xiu Yan
2012. Learner variables and problems perceived by students: an investigation of a college interpreting programme in China. Perspectives 20:2 ► pp. 199 ff.
Postigo Pinazo, Encarnación
2009. Self-Assessment in Teaching Interpreting. TTR 21:1 ► pp. 173 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.
Yan, Jackie Xiu, Jun Pan, Hui Wu & Ying Wang
2013. Mapping interpreting studies: The state of the field based on a database of nine major translation and interpreting journals (2000–2010). Perspectives 21:3 ► pp. 446 ff.
이영욱
2012. The Importance of Vocabulary and Grammar in Translation from English into Korean. The Journal of Translation Studies 13:3 ► pp. 137 ff.
최문선
2014. Retrospection as a Pedagogical Tool for Process-oriented Training in Consecutive Interpreting. The Journal of Translation Studies 15:2 ► pp. 225 ff.
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