Correlation between anxiety and academic self-concept in interpreter trainees

Abstract

This paper focuses on two basic issues: the anxiety-generating nature of the interpreting task and the relevance of interpreter trainees' academic self-concept. The first has already been acknowledged, although not extensively researched, in several papers, and the second has only been mentioned briefly in interpreting literature. This study seeks to examine the relationship between the anxiety and academic self-concept constructs among interpreter trainees. An adapted version of the Foreign Language Anxiety Scale , the Academic Autoconcept Scale (Schmidt, Messoulam & Molina, 2008) and a background information questionnaire were used to collect data.Students' t-Test analysis results indicated that female students reported experiencing significantly higher levels of anxiety than male students. No significant gender arnaiz-castro and perez-luzardo: anxiety and academic self-concept 58 difference in self-concept levels was found. Correlation analysis results suggested, on the one hand, that younger would-be interpreters suffered from higher anxiety levels and students with higher marks tended to have lower anxiety levels; and, on the other hand, that younger students had lower self-concept levels and higher-ability students held higher self-concept levels. In addition, the results revealed that students with higher anxiety levels tended to have lower self-concept levels. Based on these findings, recommendations for interpreting pedagogy are discussed.

Reporting stress in simultaneous interpreting. The analysis of trainee interpreters’ retrospective reports and outputs

“…The researchers mention such factors as: wish to face a challenge and demonstrate competence, activation of personal interpreting resources, sense of self-efficacy (i.e., the belief in one's capability to carry out a task), as well as maturity and responsibility, since the subjects in this study were the final-year students (Jiménez Ivars & Pinazo Calatayud, 2001: 114-115). The role of the training stage is also visible in the results of Arnaiz-Castro and Pérez-Luzardo Díaz (2016). In their study younger trainees reported higher anxiety levels and had lower self-concept levels.…”

“…With the aid of these tools they measured the correlation between anxiety and academic self-concept in interpreting trainees. The results obtained by Arnaiz-Castro and Pérez-Luzardo Díaz (2016) show that students that exhibited higher anxiety levels tended to have lower self-concept levels.…”

“…Another study in which data was collected with the aid of questionnaires was conducted by Arnaiz-Castro and Pérez-Luzardo Díaz (2016). In their research focusing on anxiety-generat-ing nature of the interpreting task, they used an adapted version of the Foreign Language Classroom Anxiety Scale (FLACS), the Academic Autoconcept Scale of Schmidt, Messoulam & Molina (2008), and a background information questionnaire.…”

“Will I make it or will I make a fool of myself”: Polish-English certified interpreters’ experience of anxiety

“…Moreover, because it is sometimes Marcin Walczyński "Will I make it or will I make a fool of myself": Polish-English certified interpreters' experience of anxiety 88 "[…] associated with negative feelings such as uneasiness, frustration, self-doubt, apprehension and tension" (Arnold & Brown, 1999: 8), some scholars equate anxiety with stress (cf. Arnaiz-Castro & Pérez-Luzardo Díaz, 2016). However, at times, stress, the experience of which is partially due to external factors, can intensify the experience of anxiety (cf.…”

Elementos que intervienen en el éxito –y en el fracaso– de la interacción oral en lengua extranjera en secundaria

“…En referencia a la inseguridad, vergüenza o temor durante el acto comunicativo oral, llegando a ser un impedimento o barrera de índole emocional que impida la comunicación entre interlocutores en la lengua extranjera.8 Horwitz et al (1986) y Arnáiz-Castro et al (2013, 2016a, 2016b enumeran muchas razones y/o factores que desencadenan en ansiedad en los aprendices de LE.…”