Evaluating emotional stability as a predictor of interpreter competence and aptitude for interpreting

Bontempo, Karen; Napier, Jemina

doi:10.1075/intp.13.1.06bon

Cited by 105 publications

(20 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The processoriented approach in cognitive translatology (Muñoz 2010), for instance, allows an evaluation of cognitive processes in translation and the psychological experiences translators undergo during their translation performance. Studies have focused on a wide range of topics, and recently many new areas of research have emerged, including research on ambiguity tolerance (Tirkkonen-Condit 2000; Angelone 2010), emotional stability and coping strategies (Bontempo & Napier 2011), and translators' personalities (Hubscher-Davidson 2009). Investigations of translator self-efficacy are now part of the expanded horizon of translation process studies.…”

Section: Process-oriented Translation Studiesmentioning

confidence: 99%

Investigating problem-solving strategies of translation trainees with high and low levels of self-efficacy

Araghian

Ghonsooly

Ghanizadeh

2018

TCB

View full text Add to dashboard Cite

Translatology adopts psychological and cognitive approaches to study the complex processes underlying translational phenomena. As such, it deals with both translations and the translators who produce them. The present study uses think-aloud protocols and keystroke logging to explore the impact of affective factors such as self-efficacy beliefs on the selection and application of translation problem-solving strategies by a group of trainee translators completing a translation task. Four translation trainees completed a Translation Self-efficacy Questionnaire. Participants with both high and low self-efficacy rankings were asked to translate a text using the Translog keylogger while simultaneously verbalizing their mental processes. Analysis of the verbal protocols indicated considerable differences within the group regarding the cognitive and metacognitive strategies that they chose to employ. The results suggested that low self-efficacy leads subjects to spend too much time translating, due to repeated attempts at production and extensive revision. Implications of the findings for translator training are discussed.

show abstract

Section: Process-oriented Translation Studiesmentioning

confidence: 99%

Investigating problem-solving strategies of translation trainees with high and low levels of self-efficacy

Araghian

Ghonsooly

Ghanizadeh

2018

TCB

View full text Add to dashboard Cite

show abstract

“…As a result, the findings of the present study propose that participants have to be aware of the taxonomies of social-affective strategies and its importance. They have to develop their cultural understanding about English language speakers, control their foreign language anxiety (Bontempo & Napier, 2011), defeat their fright about making mistakes, and seek for occasions so as to communicate with native speakers of English to develop their English proficiency (Stern, 1983). Accordingly, participants with higher vocabulary size are able to use social-affective strategies better than their peers with lower vocabulary size.…”

Section: Discussionmentioning

confidence: 99%

The Relationship Between Language Learning Strategies and Vocabulary Size Among High School ELL Students

Rabadi¹

2018

IJEL

View full text Add to dashboard Cite

This study inspects the relationship between language learning strategies (LLS) of 905 Jordanian high school ELL students and their vocabulary size. The data are collected through two instruments: First, a questionnaire of 35 items and 3 types of strategies (metacognitive, cognitive, and social-affective strategies) were adapted from the Strategy Inventory Learning (SILL, Version 7.0) by Oxford (2005) to evaluate language learning strategies. Second, the Vocabulary Levels Test (VLT): Version 2 by Schmitt (2001) to gauge the vocabulary size by measuring the 2,000 word-level, 3,000 word-level, 5,000 word-level, 10,000 word-level, and Academic Word (AWL) level of the students. The results of the descriptive analysis revealed that the students’ overall LLS was at a moderate strategy use. Concerning their use of strategies, the most used strategies were metacognitive, followed by cognitive strategies, and the least used strategies were social-affective strategies. In addition, the effect of their vocabulary size on the use of LLS was identified. Students with high vocabulary size applied more language learning strategies and specific strategies more than students with low vocabulary size. The students’ use of LLS had a positive and significant correlation with their vocabulary size. Students with higher vocabulary size were able to employ strategies to manage and control their learning, in addition, to observe their learning better than students with lower vocabulary size. All together for students to be better in learning English, they are required to enhance their vocabulary because of its substantial relationship with language learning strategies.

show abstract

“…Some scholars have also observed that interpreting quality may be affected by interpreters' emotional stability (e.g. Bontempo, Napier 2011;Valero-Garcés 2005). An interesting thread of psycho-affective research on interpreting is the issue of interpreters' psychological properties, often commonly referred to as "soft skills", verified prior to interpreting training within the framework of interpreting aptitude tests (e.g.…”

Section: Interpreter Psychology and The Study Of The Psycho-affectivementioning

confidence: 99%

Polish-English Certified Interpreter’s Psycho-Affectivity

Walczyński

2020

Tertium

View full text Add to dashboard Cite

The paper is an attempt at discussing the concept of the Polish-English certified interpreter's psycho-affectivity by drawing attention to its constituent componentsthe so-called psychoaffective factors, which can be defined as the certified interpreter's individual psychological features which are related to different thinking patterns, attitudes, emotional states, feelings or moods. The study covers seven such factors: anxiety, fear, language inhibition/language ego/language boundaries, extroversion/introversion/ambiversion, self-esteem, motivation and stress. The paper starts with some preliminary remarks concerning the subfield of interpreting studies dealing with the psychological phenomena observed during interpretinginterpreter psychology and its research themepsycho-affectivity constituted by the psycho-affective factors. What follows is a discussion of the outcomes of a study carried out among 76 Polish-English interpreters on their subjective experience of the psycho-affective factors and their impact on certified consecutive interpreting performance and its final productthe output. Generally speaking, this paper attempts at demonstrating that the interpreter's psychoaffectivity is a continually active module of the interpreter's psychological construction, composed of the seven elements, the occurrence and activity of which are sometimes impossible to be consciously controlled.

show abstract

Evaluating emotional stability as a predictor of interpreter competence and aptitude for interpreting

Cited by 105 publications

References 0 publications

Investigating problem-solving strategies of translation trainees with high and low levels of self-efficacy

Investigating problem-solving strategies of translation trainees with high and low levels of self-efficacy

The Relationship Between Language Learning Strategies and Vocabulary Size Among High School ELL Students

Polish-English Certified Interpreter’s Psycho-Affectivity

Contact Info

Product

Resources

About