Research Article
Redeveloping Affective Interpreting-learning Strategies from Language-learning Strategies for Interpreter Training
Kanja Van Der Merwe*
Issue:
Volume 12, Issue 1, March 2026
Pages:
1-17
Received:
11 December 2025
Accepted:
30 December 2025
Published:
20 January 2026
Abstract: Although affective factors play a pivotal role in interpreting, this area is often under-researched. The regulation of emotions, as a key component of emotional intelligence, is relevant to interpreters’ competence and expertise, and can significantly affect the quality of translations. This article reports on a qualitative descriptive investigation into affective interpreting-learning strategies as a phenomenon by utilizing language-learning strategies for interpreter training. Unlike a typically problem-oriented interpreting strategy used during the interpreting process, an interpreting-learning strategy is not (necessarily) directly linked to the interpreting process, but aids interpreters in improving their foundational interpreting ability. The research question addressed is To what extent can language-learning strategies be utilized for interpreter training? Three theoretical points of departure are employed and discussed, namely psycho-affectivity and emotional intelligence in interpreting; Oxford’s ten affective language-learning strategies to regulate emotions; and the Affective Filter Hypothesis (anxiety, motivation, and self-confidence). Following a qualitative descriptive research methodology, affective interpreting-learning strategies are explained as a phenomenon. It is argued that the intersection between interpreting and language learning be explored for the redevelopment of affective interpreting-learning strategies from language-learning strategies so as to manage affect in interpreting. Based on the interaction between interpreting- and language-learning research, affective interpreting-learning strategies are redeveloped. These strategies can be used before, during, and after the interpreting task (during training as well as lifelong practice) to focus on internal psycho-affective factors in interpreting - mainly anxiety, motivation, and self-confidence - in order to maintain a low affective filter and develop emotional intelligence. Three strategy categories (lowering your anxiety level, encouraging yourself, and taking your emotional temperature) with ten individual affective interpreting-learning strategies are suggested for interpreter training. All ten strategies are discussed in depth, namely using breathing and relaxation techniques, using music, using humor, using positive self-talk, taking calculated risks, rewarding yourself, listening to your body, using a checklist, keeping an interpreting diary, and discussing your feelings with your support system. The results show that language-learning strategies can indeed be utilized extensively to redevelop affective interpreting-learning strategies for interpreter training, and that although interpreting and language learning are distinct disciplines of applied linguistics, they do complement each other.
Abstract: Although affective factors play a pivotal role in interpreting, this area is often under-researched. The regulation of emotions, as a key component of emotional intelligence, is relevant to interpreters’ competence and expertise, and can significantly affect the quality of translations. This article reports on a qualitative descriptive investigatio...
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Research Article
Enhancing MTI Students’ Translational Communication Competence: An AI-Empowered Integrated Approach
Li Jiayu*
Issue:
Volume 12, Issue 1, March 2026
Pages:
18-28
Received:
30 December 2025
Accepted:
13 January 2026
Published:
30 January 2026
DOI:
10.11648/j.ijalt.20261201.12
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Abstract: In response to the increasing demand for translation and international communication competence in China as it has become a national priority of translation talents cultivation in the new era of the 21th century, this paper examines an AI-empowered integrated approach to enhancing MTI (Master of Translation and Interpreting) students’ translational communication competence addressing both theoretical insights and practical pathways, taking the author’s compulsory master course “Translation Theory and Technique” as an experimental project. Theoretically, the key concept and its components of translational communication competence have been defined and clarified, that is: translational language competence, translational knowledge structures and translational strategic competence in the interlingual and intercultural context. Practically, the translator’s action research of diverse project samples involved in translation and international communication has be designed and complemented in an integrated approach to teaching aims, procedures and evaluations with the AI-empowered technology. The theory-practice cycle of action research has ensured that the research is participant-driven, reflective, collaborative and open to continuous self-improvements. It’s suggested that MTI students have significantly improved their translational communication competence through this experimental project, meanwhile they should enhance a strong proficiency of their knowledge, skill and technology of it in different real-time working settings as well as a deepening understanding of current situations of China and the world.
Abstract: In response to the increasing demand for translation and international communication competence in China as it has become a national priority of translation talents cultivation in the new era of the 21th century, this paper examines an AI-empowered integrated approach to enhancing MTI (Master of Translation and Interpreting) students’ translational...
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