Redeveloping Affective Interpreting-learning Strategies from Language-learning Strategies for Interpreter Training

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 ilanguage/i-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 iTo what extent can language-learning strategies be utilized for interpreter training?/i 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 (ilowering your anxiety level/i, iencouraging yourself/i,i /iand itaking your emotional temperature/i) with ten individual affective interpreting-learning strategies are suggested for interpreter training. All ten strategies are discussed in depth, namely iusing breathing and relaxation techniques/i, iusing music/i, iusing humor/i, iusing positive self-talk/i, itaking/i icalculated risks/i, irewarding yourself/i, ilistening to your body/i, iusing a checklist/i, ikeeping an interpreting diary/i, and idiscussing your feelings with/i iyour support system/i. 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.