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Research Article | | Peer-Reviewed

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

Kanja Van Der Merwe*
Published in International Journal of Applied Linguistics and Translation (Volume 12, Issue 1)
Received: 11 December 2025     Accepted: 30 December 2025     Published: 20 January 2026
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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.

Published in International Journal of Applied Linguistics and Translation (Volume 12, Issue 1)
DOI 10.11648/j.ijalt.20261201.11
Page(s) 1-17
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2026. Published by Science Publishing Group
Previous article
Keywords

Affective Filter Hypothesis, Affective Interpreting-Learning Strategies, Affective Language-Learning Strategies, Emotional Intelligence, Psycho-Affectivity

1. Introduction
Interpreting requires many parallel cognitive and affective processes, which are challenging for the interpreter to manage simultaneously
[1, 2]
. Although interpreting-related affective factors play a significant role in interpreting, research in this area has remained underexplored
[3-8]
. Psycho-affective phenomena are highly relevant when educating and training interpreters in a variety of contexts and settings
[9]
. Especially public-service interpreting requires emotional effort, which alludes to the importance of emotions in interpreting pedagogy and training.
This article builds on the component of a PhD dissertation by Van der Merwe
[10]
dealing with the redevelopment of affective interpreting-learning strategies for interpreter training from Oxford’s
[11]
indirect (for managing the learning process) affective language-learning strategies for managing emotions. Affective aspects are fundamental in the interpreting-learning process and contribute to interpreting performance and quality
[12-14]
. Successful interpreting learning will occur if interpreters mediate and strengthen both their cognition and affect
[15]
. This indicates the complex interplay between task performance and the interpreter’s internal affective state. Dogan et al.
[1]
argue that interpreters need to develop lifelong strategies to manage their emotions. In 2025, Tran
[16]
argues that teaching coping strategies for negative emotions such as anxiety should be normalized for interpreters. I therefore argue that the intersection between interpreting and language learning should be explored for the development of affective interpreting-learning strategies from language-learning strategies in order to manage affect in interpreting. The research question addressed is To what extent can language-learning strategies be utilized for interpreter training?
The current research is particularly justified by the findings of Chiang and Villareal
[17]
, who applied Oxford’s (1990) language-learning strategy model to interpreting by measuring all six strategy types among interpreting students. While their study contributes valuable empirical insights into the intersection of interpreting and language learning, it remains limited in scope, as it does not establish a theoretical framework for an interpreting-learning strategy model. The present study addresses this gap by first developing a conceptual foundation for interpreting-learning strategies, which can then guide empirical research with participants. Furthermore, whereas Chiang and Villareal
[17]
focused solely on the English language-learning aspect of interpreting, the current research expands this perspective to encompass interpreting in all its facets - including the psycho-affective dimension. Although Chiang and Villarreal
[17]
did not identify any preferred affective strategies for interpreter training, they found that the use of affective strategies is positively associated with interpreting performance.
In this article, the theoretical framework and methodology are discussed, with a focus on psycho-affectivity and emotional intelligence, affective language-learning strategies, the Affective Filter Hypothesis (AFH), and qualitative descriptive research. In the results, ten affective interpreting-learning strategies are suggested based on the interaction between interpreting and language learning as distinct yet complementary disciplines of applied linguistics.
2. Theoretical Framework
In this section, the theoretical points of departure are highlighted with a focus on psycho-affectivity and emotional intelligence, Oxford’s affective language-learning strategies, and the AFH.
2.1. Psycho-Affectivity and Emotional Intelligence
Interpreting is considered a cognitively and emotionally taxing task
[16]
, necessitating a focus on affective factors. This focus on affective factors during interpreting performance forms part of the unofficial psycho-affective turn in Interpreting Studies
[3]
, which led to a growing interest in how emotion, affect, subjective experiences, and psychological factors influence the process and product of interpreting. One can consider the case of the German language interpreter for Die Welt, who became emotionally overwhelmed while interpreting a speech by Ukrainian President Volodymyr Zelensky
[18]
. The moment sparked discussion about how emotional distress can arise even in professional interpreting settings. Interpreters often work in environments conducive to deep-rooted and persistent emotional effects
[4]
. Interpreters can be confronted with demands originating from a variety of sources, which Dean and Pollard
[19]
refer to as a “constellation of demands” in their Demand-Control Schema (DCS). Challenges range from linguistic and environmental demands to affective factors, which need to be mitigated using control mechanisms (before, during, and after the task). These mechanisms are the means available to interpreters to successfully respond to the demands of the task
[20]
, which can be supported by affective strategies.
The psycho-affective dimension of online self-regulation pertains to interpreters’ ability to manage their emotions during the interpreting task
[9]
. Affective factors are the emotions that people harbor about themselves or their surrounding environment
[12]
. The management of emotions as a concept has various names in interpreting, including self-control
[21]
, self-preservation
[22]
, emotional stability
[23]
, emotional regulation
[24, 25]
, and emotional intelligence
[13, 26]
. Interpreting requires an array of skills including language mastery, communication skills, and cross-cultural communication in stressful language-related situations, and can thus be deemed an affect-related discipline
[27]
. This implies that the development of emotional intelligence in interpreters is of paramount importance to successfully navigate the clients’ as well as their own emotions
[6, 27]
.
The pedagogical implication of emotional intelligence is that interpreters should be trained to identify and understand their emotional reactions
[6]
. Although emotional intelligence remains an under-researched area in Translation and Interpreting Studies, it does provide a useful framework for investigating why interpreters behave as they do
[26, 28]
. Emotional intelligence can be defined as the ability to understand one’s own and other people’s emotions, and to make appropriate decisions accordingly
[13, 26]
. The regulation of emotions, as a key component of emotional intelligence, has been found to be relevant to interpreters’ competence and expertise, and can significantly affect the quality of translations
[13, 29, 30]
.
Some empirical studies provide evidence for the development of emotional intelligence in interpreters. Ferdowsi and Razmi
[31]
show a significant connection between simultaneous interpreting and interpreters’ awareness of emotional intelligence and self-efficacy. Hu et al.
[30]
provide neurophysiological evidence highlighting the importance of emotion regulation in interpreting. The ability to understand one’s own and others’ emotions, as well as to manage and respond to them appropriately, is crucial for interpreters. Gjurchevska and Mickoski
[27]
advocate for so-called emotional-intelligence boosting strategies to better understand and interpret other role-players’ emotions and to cope with negative emotions more successfully.
2.2. Oxford’s Affective Language-Learning Strategies
Due to the dynamic nature of language learning, the concept language-learning strategies has grown in popularity
[32]
, referring to specific activities used to improve the understanding, internalization and use of the second language. Oxford’s
[11]
language-learning strategy model is the most complete model since it considers affective and social strategies that are often overlooked by other researchers
[33]
. Oxford’s model is widely accepted and used by researchers in the field, and her Strategy Inventory for Language Learning (SILL) is the most popular assessment tool for language-learning strategies
[32, 34]
.
Oxford’s
[11]
taxonomy integrates language-learning strategies with language skills such as reading, writing, speaking, and listening, and classifies sixty-two language-learning strategies into direct (cognitive, memory, and compensation) and indirect (metacognitive, affective, and social) strategies. Direct strategies are used to master the target language and indirect strategies are used to manage the learning process. In the context of interpreting, indirect strategies would therefore be applied to manage the interpreting-learning process. Oxford’s
[11]
affective learning strategies, characteristic of humanism, are used to regulate emotions. Oxford
[11]
noted that studies show these strategies to be underutilized - a finding still confirmed by more recent research
[35]
.
Affect - emotions, attitudes, motivations, and values - has one of the greatest influences on language-learning success
[11]
. The affective domain is a significant factor in successful language learning, with numerous affective phenomena having been identified and investigated, including attitude, motivation, anxiety, empathy, and various dimensions of self-concept
[33]
. Oxford
[11]
classifies ten affective language-learning strategies in three categories: lowering your anxiety (three strategies), encouraging yourself (three strategies), and taking your emotional temperature (four strategies) (see Figure 1).
Figure 1. Oxford’s affective language-learning strategies. Oxford’s affective language-learning strategies.
Oxford
[11]
argues that good language learners often regulate their learning attitudes and emotions. This is vital, since negative feelings can hinder progress, whereas positive emotions and attitudes naturally make language learning more effective and enjoyable. Positive emotions can foster learners’ long-term engagement with learning, while negative emotions such as anxiety can also facilitate learning by motivating learners to apply anxiety-reduction strategies
[36]
. Although Oxford
[11]
reports that advanced language learners - hypothetically interpreters - tend to use fewer affective strategies over time, I agree with Griffiths
[33]
that learners are often either unaware of the role of affect in successful learning, or unwilling to acknowledge it.
2.3. The Affective Filter Hypothesis
According to Oxford
[37]
, the language learner’s psychological context includes internal factors such as affect, intelligence, self-esteem, motivation, and anxiety. Similarly, factors such as self-esteem, anxiety control, self-confidence, and motivation are clearly relevant for optimal interpreting performance
[28, 38, 39]
. In addition to the cognitive and personality dimension, these emotional factors form part of the affective dimension of interpreting
[24]
. One way to understand the affective dimension of complex learning processes, such as interpreting and language learning, is through Krashen’s
[40]
widely cited AFH.
Krashen
[40]
explains that language learners’ affective filters vary between high (high anxiety and low motivation) and low (low anxiety and high motivation), depending on affective factors. A low affective filter is ideal since a high affective filter can block language acquisition. Some interpreting researchers have applied the AFH in language learning to interpreting, explaining that motivation and self-confidence assist the interpreter in managing anxiety, while the fear of making mistakes serves as a kind of affective filter
[41, 42]
. More recently, Tran
[16]
has highlighted the effects of emotional barriers and cognitive overload on interpreting performance, supporting the theoretical underpinnings of the AFH. Tran has found the affective filter to be lowered when interpreters experience safety, encouragement, and support, which in turn promotes productive learning. I now discuss the main factors of this hypothesis, namely anxiety, motivation, and self-confidence, and their relevance to interpreting.
Anxiety is an underexplored construct that can have a detrimental impact on interpreting performance
[16]
. Interpreting can cause high levels of cognitive anxiety - manifesting as physical and psychological occupational stress
[43]
in the long and short term - which can lead to fatigue, headaches, and burnout
[14, 44]
. Interpreters often have little to no control over the factors that cause anxiety-provoking situations, making it an externally triggered factor. Such stressors can arise from various external sources, including last-minute travel and poor workplace arrangements
[44]
. The potential consequences of burnout and psychological distress are harmful to interpreters’ well-being and professional performance
[45]
. Burnout, stress, and compassion fatigue are symptoms of vicarious trauma, a form of emotional distress for practitioners resulting from the potentially damaging consequences of interpreting work
[2]
. Bancroft
[46]
shows that interpreters working with victims and refugees are to such an extent emotionally affected that they may experience vicarious trauma.
Developing a high level of anxiety tolerance is an essential component of interpreting competence and peri-process skills. Anxiety management plays a crucial role as a non-cognitive, career-supporting skill in interpreting
[26]
, with Mathews et al.
[47]
cautioning that anxiety can impede the effective use of interpreting strategies. Interpreters must be able to function flexibly under time pressure and anxiety-inducing circumstances
[48]
. Anxiety-management strategies are therefore vital for achieving effective interpreting performance, expertise, and successful strategy implementation
[14, 23, 43]
.
Motivation, as a non-cognitive ability and psycho-affective factor, is a critical determinant of an interpreter’s performance during lifelong learning, and drives strategy use
[26, 49, 50]
. Traditionally, social psychologists distinguish between extrinsic and intrinsic, or integrative and instrumental, motivation. Extrinsically motivated learners expect a reward, either immediate such as a good exam mark, or in the long term, such as job opportunities. Intrinsically motivated learners, on the other hand, have a genuine interest in the task they wish to master and strive for professionalism and excellence
[50]
. Walczyński
[50]
further notes that some interpreters are driven primarily by internal motivators, while others respond to external pressures. Lin
[49]
and Bolaños-Medina and Núñez
[51]
categorize extrinsic and intrinsic motivation into five types of regulation: external regulation (driven by external sources such as rewards or threats), introjected regulation (acting to follow norms, feel proud, or avoid guilt), identified regulation (recognizing the value of the activity), integrated regulation (performing behavior aligned with one’s values and needs), and pure intrinsic regulation.
Although interpreters are guided by motivation, research on motivation
[49]
and demotivation
[52]
remains limited in process-oriented interpreting studies. Self-motivated thinking and self-encouragement, which boost self-confidence, are considered essential for interpreting
[43]
. Lin
[49]
and Horváth and Kálmán
[53]
identified several sources of motivation among interpreters during the interpreting-learning process, including communication facilitation, career development, social prestige, graduation, external encouragement, language study, and the ideal self. Self-regulating interpreting learners employ motivational strategies to maintain focus when they feel discouraged or encounter difficulties
[39]
. However, Lin
[49]
notes that few well-targeted motivational strategies are implemented to support interpreter training.
Oxford
[11]
and Zhang
[12]
postulate that self-esteem is a self-judgment of satisfaction with one’s worth or abilities. High self-esteem positively influences interpreters’ feelings about themselves and can improve their performance
[12]
. Walczyński
[50]
distinguishes between general self-esteem (general self-assessment) and intermediate self-esteem (self-assessment of one’s interpreting competence). In addition to self-esteem, self-efficacy forms a powerful predictor of successful learning, attitude and performance
[23]
. Self-efficacy refers to the individual’s perceived ability to perform a particular task - similar to task-specific self-esteem
[54]
. Xu and Liu
[5]
argue that self-efficacy interacts with other affective factors such as anxiety and motivation. However, the measurement of interpreting self-efficacy remains underrepresented in research
[7]
. Self-confidence is considered the most desirable trait because it refers to individuals’ belief in their abilities without specifying a task
[54]
, making it comparable to intermediate self-esteem. Self-confident interpreters can manage a wide variety of situations and tasks thanks to their problem-solving abilities.
Interpreters are often described as individuals with self-confidence. Novice interpreters, in particular, should possess self-confidence since a lack thereof can jeopardize the interpreting process
[2]
. Interpreters must learn to master the art of persuasion throughout their careers, which is directly linked to their self-confidence
[55]
. Self-confidence should ideally be developed during interpreter training to achieve effective interpreting performance. Despite its importance, research on self-confidence in interpreting, alongside studies on anxiety and motivation, remains in its infancy
[5]
. Yan et al.
[56]
and Moore
[57]
confirm a correlation between self-confidence or self-perceived ability and actual competence in interpreting. Interpreters require coping mechanisms to enhance their self-confidence
[57]
, which can be developed through affective language-learning strategies integrated into interpreting training.
3. Materials and Methods
The study on which this article builds was situated within a qualitative descriptive research methodology
[10]
in which a phenomenon - in this case, interpreting-learning strategies - was investigated. Qualitative descriptive research is defined as “the study of the nature of phenomena,” including their characteristics, various manifestations, the context in which they occur, and the perspectives from which they can be observed
[58]
. This approach aims to analyze processes such as interpreting and language learning; accordingly, the focus here was on the clarification, interpretation, and explanation of interpreting-learning strategies as a phenomenon.
The methodological approach of the study was to explore Oxford’s
[11]
language-learning strategies and the affective dimension of interpreting, with the aim of developing an interpreting-learning strategy model. A model reflects assumptions about how something functions as a particular form of theorizing
[59]
. According to Pöchhacker
[59]
, most interpreting models are descriptive in nature. All sixty-two language-learning strategies in Oxford’s
[11]
model, including the ten affective strategies, were considered for inclusion in the interpreting-learning strategy model. Inclusion was determined by the interaction between Oxford’s
[11]
language-learning strategy model and developments in interpreting research. I identified ten characteristics of qualitative descriptive research that were explained and substantiated in light of my study
[10]
:
A natural setting: Qualitative descriptive research involves collecting data in a natural setting without intervening with or manipulating variables. Only relevant literature was analyzed for the development of the strategies.
Context dependence: Qualitative descriptive research is a conceptual framework that situates a study within a specific context. Although the redevelopment of the model is not language-specific, some of the strategy examples depend on a language combination. I chose Afrikaans/English to illustrate these examples since, being trained as an Afrikaans-English interpreter, it is a context (as well as its associated challenges or demands - see the DCS) I am well familiar with.
Words as data: Qualitative descriptive research normally includes data in the form of words rather than numbers. In the study, the data came from physical and electronic sources such as books, journal articles, dissertations, and other relevant materials.
Thick description: Qualitative descriptive research involves describing a phenomenon in detail and comparing current interpretations with those in the research literature. I elaborated on the sources and arguments drawn from the literature in order to develop the interpreting-learning strategy model, positioning it within existing research.
A cyclical process: Qualitative descriptive research is often cyclical because analysis occurred during - rather than after - data collection. This contributed to the depth and quality of the findings.
Inductive reasoning: Qualitative descriptive research is an inductive approach to analysis and reasoning, aimed at building theory and explanations of the phenomenon. Recurring themes and patterns are identified, described, and interpreted. I explored interpreting-learning strategies based on the interaction between interpreting and language learning to develop a model as an explanation for the phenomenon.
Multiple perspectives and meanings: Attention must be paid to the perspectives of the participant(s) and the researcher(s), who both serve as key instruments. Although there were no participants in the study, I acknowledged my inherent subjectivity as a researcher and the many possible interpretations of reality during the qualitative descriptive research process.
Flexibility and openness: The qualitative research focus gradually took shape during data collection and analysis. This approach was valuable for producing hypotheses and determining the scope of interpreting-learning strategies as a phenomenon.
Subjectivity: Qualitative descriptive research requires inherently subjective decisions, such as what to analyze and how to describe it. The phenomenon being studied is often vast and evolving, and interpretations are subjective.
Reflexivity: During qualitative descriptive research, researchers should reflect on their position in the study, their role during data analysis and their relationship to the research. It involves reflecting on biases, values, and experiences that might influence data analysis. In the dissertation, I acknowledged my role as an interpreting researcher, trainer, and freelance practicing interpreter bringing my own biases, values, and experiences to the analysis.
With my development of an interpreting-learning strategy model, I acknowledged that any strategy classification is always theoretical in nature until empirically tested. I further acknowledged that models are imperfect and require ongoing research to improve them.
4. Results
In this section, the results of my study are discussed. All the strategies in each strategy category are brought to light, said categories being lowering your anxiety, encouraging yourself, and listening to your body.
4.1. Lowering Your Anxiety
Language anxiety can infiltrate interpreting learning when the necessary linguistic foundation to support the learning process is unstable
[38]
. This can lead to interpretation-learning anxiety - a more complex situation-specific form of anxiety intertwined with language-learning anxiety - due to a heightened affective filter
[60]
. Xu and Liu
[5]
, who investigated foreign-language anxiety and enjoyment in interpreting classes among Chinese interpreting students, suggest that interpreter trainers should teach learners how to cope with anxiety. Chiang and Villarreal
[17]
highlighted one vague affective language-learning strategy for reducing anxiety in interpreting, namely I try to relax whenever I feel afraid of using English.
While some anxiety can help learners achieve their best performance, excessive anxiety can block language learning
[11]
. Harmful anxiety is defined as worry, self-doubt, frustration, helplessness, uncertainty, fear, and physical symptoms
[11]
, as identified in 2.3 for interpreting. In Oxford’s first category of language-learning strategies, lowering your anxiety, three anxiety-reducing strategies are proposed:
Using progressive relaxation, deep breathing or meditation
Language learners use relaxation techniques such as alternately contracting and relaxing all the major muscle groups in the body (including those in the neck and face); breathing deeply from the diaphragm; or practicing the meditation technique by focusing on a mental image or sound
[11]
.
Anxiety should be discussed with interpreting students, and they should be equipped with coping tools such as breathing techniques
[16]
. Moore
[57]
and Bendazzoli and Pérez-Luzardo
[61]
consider breathing exercises as coping and relaxation techniques for interpreting. Horváth
[43]
specifically regards breathing control as a form of anxiety management, and several telephone-interpreting participants in Bruno and Iborra Cuéllar’s
[62]
study confirmed that they use breathing strategies to manage their emotions in anxiety-provoking situations. Finding the right airway and ensuring proper airway flow often lead to better anxiety control and a calmer, more dynamic voice. Interpreters should take a few minutes before a task to breathe deeply, count from 1 to 12, and then exhale slowly
[63]
.
Other useful techniques for managing interpreting anxiety include relaxation procedures such as progressive relaxation and meditation
[43]
. These procedures allow interpreters to focus their attention appropriately, thereby reducing their anxiety level. Relaxation activities have been associated with lower levels of fatigue and burnout
[64]
. Mental relaxation techniques such as yoga or Jin Shin Jyutsu can be used to manage anxiety and prepare the interpreter’s body for the day
[55, 61, 65]
. Johnson
[15]
suggests interpreters meditating for twenty minutes every day, thus cultivating awareness of their bodies and surroundings.
Additionally, hobbies can be used as a strategy to manage interpreting anxiety
[25]
, while participants in Moore’s
[57]
study looked at pictures of puppies before the interpreting task as a relaxation technique to reduce their anxiety level, and played with their pets afterward.
Using music
Language learners can listen to soothing music in order to relax
[11]
. Shabani
[66]
explains that music - alongside art and language - is a symbolic tool. From Vygotsky’s perspective, people use symbolic artifacts to establish indirect, mediated relationships with other individuals and with the world
[67]
.
Music is a multidimensional tool for reducing anxiety, improving self-confidence and regulating emotion
[68]
. Listening to music daily can have positive emotional, social, physical, and health consequences. Moore
[57]
argues that interpreters can listen to music as an anxiety-management technique, and Setton and Dawrant
[55]
also believe that interpreters can listen to music before an anxiety-provoking task. Ghaemi and Bayati
[69]
add that music can promote emotional intelligence (see 2.1) among interpreters. In a 2025 study combining music psychology and Interpreting Studies, Kozan
[70]
proposes a link between music aptitude and interpreting quality.
Using laughter
It is sometimes necessary for language learners to relax by laughing, whether by watching a humorous film, reading a book or listening to jokes
[11]
. Laughter is considered a necessary anxiety-reducing strategy. Xu and Liu
[5]
identified enjoyment as a key reason why interpreting students frequently laugh in the classroom.
Although Shaw and Hughes
[38]
argue that it is challenging to determine which personalities and learning styles are most effective for interpreting performance, a sense of humor does form part of emotional intelligence. Interpreters typically have a good sense of humor, and it is beneficial when they are “quick witted, mentally alert, and sharp”, able to understand punchlines and enjoy making jokes
[44, 55]
. Humor is a high-level cognitive and psychological skill that enables interpreters to approach the interpreting task with reduced anxiety levels. Two interpreters in the studies by Holmgren et al.
[21]
and Kosman
[71]
respectively identified humor as an anxiety-management strategy and a positive emotion-focused coping technique.
In addition to laughter and humor, Marković
[72]
points out that interpreters who multitask and experience high levels of anxiety can use smiling to control their anxiety levels. Novice interpreters, in particular, tend to have lower heart rates when they smile during the interpreting process
[72]
. Iacono and Pasch
[73]
also found that interpreting students use a reaffirming smile as a strategy to convey their empathy toward the client.
4.2. Encouraging Yourself
Only a small number of studies have investigated learning motivation in interpreting
[74]
, even though it can influence interpreting learning to the same extent as language learning
[38, 56]
. It is meaningful to study learner factors such as motivation in interpreting classrooms because interpreting learning often runs parallel to target-language learning
[56]
. Liu and Yu
[74]
view motivation in translation learning as second-language motivation at an advanced level. In addition to motivation, self-confidence is key in interpreters’ shift from language learning to interpreting learning
[75]
and can affect interpretation-learning anxiety
[60]
. Lin
[49]
argues that foreign-language motivation strategies with a focus on self-confidence can be applied to interpreting. Chiang and Villarreal
[17]
found the positive affective language-learning strategy I encourage myself to speak even when I am afraid of making a mistake among interpreting students.
Researchers identify several motivational and self-efficacy problems among language learners that hinder strategy use and transfer
[37]
. These challenges highlight the importance of the proactive self-regulator in managing self-efficacy beliefs, that is, perceived competence
[37]
. Self-encouragement strategies are suggested to improve learners’ attitudes and motivation. Oxford
[11]
states that the strategy category encouraging yourself is often overlooked by language learners because they do not realize they can encourage themselves rather than relying on others to encourage them. Encouraging yourself includes three strategies:
Making positive statements
Saying or writing positive statements to oneself can build self-confidence in target-language learning
[11]
. Oxford
[37]
highlights the language learner’s use of positive self-talk to manage anxiety. As a self-regulation skill, interpreters need to be positive about their own abilities
[39]
. Similarly, Mathews et al.
[47]
report that their interpreting participants adopted a positive mindset to manage their emotions.
Positive self-talk, for example for two minutes before a challenging interpreting task, is an affective control mechanism for interpreters serving to promote self-confidence
[57, 76]
. One of Kosman’s
[71]
participants tells himself/herself: “If there was somebody who could do a better job than me, he’d be here.” If the organizers of the event believe in the interpreter’s abilities, the interpreter should also believe in them.
In Roberts’s study
[64]
, participants practiced self-talk before the interpreting task in order to mentally prepare themselves for an upcoming emotional assignment. Kosman’s
[71]
participants told themselves, “Nobody will die if I make a mistake,” so as to manage anxiety or a lack of self-confidence. After the interpreting task, Moore’s
[57]
participants told themselves that they had done the best they could in any situation. In these examples, self-talk is not only used to motivate the interpreter, but also to reduce anxiety levels and instill confidence, helping to maintain a low affective filter.
Taking risks wisely
Language learners may push themselves to take risks with good judgment in language-learning situations, even though there is a chance of making a mistake or looking foolish. Oxford
[11]
argues that self-encouragement and anxiety-reducing strategies assist language learners in taking such judicious risks.
Due to time pressure - one of the environmental demands of interpreting according to the DCS - cognitive and knowledge risks are significantly more prominent and challenging in interpreting than in written translation, with cognitive risks and associated strategy use being at play at nearly every moment of the interpreter’s decision-making process
[77]
. Therefore, Gile
[77]
believes that risk avoidance or reduction in interpreting is incompatible with an interpreting career. Interpreting involves continuous judicious trade-offs between processing effort, accuracy, completeness, communication impact, and risk
[55]
. Risk-taking forms part of the personality dimension in interpreting and Pym
[78]
explains that interpreters must be willing to take risks and bear the consequences.
Good language learners tend to be open-minded and moderate risk takers
[11]
. Successful interpreters realistically evaluate their potential to perform tasks and decide to take risks accordingly, gambling on the learning process and working within the limits of uncertainty in order to achieve the best possible interpreting product
[79]
. Interpreters are encouraged to explore different options in their renditions and take risks for possible rewards rather than being constrained by notions of right or wrong.
Rewarding yourself
Language learners can reward themselves for particularly good target-language performance
[11]
. In their study, Machimana and Genis
[80]
found high-performing language learners rewarding themselves when achieving their goals.
Mathews et al.
[47]
report that participants highlighted the rewarding nature of interpreting, noting that interpreters play a crucial role in the community. Interpreters consider it a privilege and reward in itself to be involved with other participants in pursuit of a common goal. They are motivated by the fact that they help people and cultures communicate
[53]
, which can be understood as identified regulation, with facilitating communication as incentive (see 2.3). Interpreting must be meaningful to cultivate positive emotional reactions and motivation
[25]
. However, the language-learning strategy of rewarding oneself is related to self-reward for good performance as a self-regulatory process
[37]
.
The participants in Roberts’s
[64]
study rewarded themselves after an emotionally charged interpreting task by engaging in enjoyable activities. A participant in Holmgren et al.
[21]
went to the countryside to fish, while a participant in Moore
[57]
played video games. From a rest and diet perspective, interpreters should learn to set aside time to rest and possibly enjoy a leisurely meal
[81]
. The authors label these strategies primarily as emotional and psychological coping strategies because they help interpreters rest, go “offline” and focus on enjoyable activities. I argue that these strategies serve two purposes: rewarding good and hard work, and providing a break to switch off.
4.3. Taking your Emotional Temperature
Interpreters must have the ability to manage their emotions so that they can perform their professional duties effectively during emotionally charged or sensitive events
[48]
. They must know themselves (self-concept), become aware of their feelings, and understand them
[62]
. They must learn to control
[26]
and regulate
[13]
their emotions, as emotional reactions to the situation and the interpreter’s internal state (such as self-doubt or confidence) can influence interpreting performance. Consequently, interpreters should be supported in recognizing the crucial role of emotions in human functioning, thus improving translation outcome and quality
[13, 14]
.
Good language learners know how to manage their emotions and learning attitudes
[11]
. The self-assessment strategies listed under taking your emotional temperature help learners to analyze their feelings, motivations, and attitudes in relation to language tasks. These strategies are particularly useful in identifying negative attitudes and emotions that hinder language-learning progress
[11]
. Unless language learners are aware of how they feel and why, they are less able to control affect. Taking your emotional temperature is encompassed by four language-learning strategies:
Listening to your body
Language learners should pay attention to signals from their bodies, whether negative (such as anxiety, worry, and fear) or positive (such as happiness, interest, and calm). Oxford
[11]
explains that listening to your body is useful for detecting and managing anxiety.
This strategy highlights a vital aspect of interpreting, namely the importance of self-care. Yet proper training in self-care to support interpreters’ well-being in Interpreting Studies has historically received very little attention
[82]
, with interpreters receiving little or no self-care training; however, in recent years, research in this area has increased
[82]
. Interpreters should practice self-care as an affective measure and technique for reducing anxiety
[47]
. Any individual should prioritize physical, mental, and social well-being because perceived well-being indicates how people feel, perform, and evaluate their quality of life
[14]
. To increase resilience and offset the negative impact of emotional distress, interpreters should be taught to establish a self-care routine
[82]
.
Burns
[65]
suggests a strategy called focus on yourself - similar to listening to your body - for interpreters to address anxiety, burnout, and long-term health consequences. Accordingly, interpreters should get sufficient sleep (seven to eight hours each night), eat healthy, nutrient-dense foods, and nourish their souls through enjoyable and meaningful activities. Especially the night before an interpreting task, interpreters should get a good night’s rest so as to be alert and perform well
[55, 71]
. Additionally, physical exercise as preventive self-care helps interpreters switch off and reduce anxiety
[61, 71, 81]
.
Interpreting can evoke negative emotions such as sadness, fear, anxiety, anger, and horror, and therefore involves the management of various emotions that can negatively influence interpreting performance [14, 82-83]. Horváth
[43]
and Setton and Dawrant
[55]
postulate that negative feelings, such as anxiety, can be viewed positively and channeled to facilitate better emotional management. Interpreters need to learn coping strategies to focus on self-efficacy, competence, responsibility, and maturity in order to build self-confidence
[83]
.
Interpreters need to attend to their bodies to recognize their anxiety levels, responses, behavior, and physical indicators of anxiety
[43]
. Kosman
[71]
suggests an avoidance strategy to block negative thoughts before the interpreting task, and avoid emotional reactions. In contrast, Herring
[76]
believes that negative emotional reactions should be redirected, for example, by expressing frustration or requesting a break if the interpreter deems it necessary. I argue that interpreters achieve this by listening to their bodies and identifying their affective needs.
Using a checklist
Checklists can be used to explore feelings, attitudes, and motivations related to language learning in general as well as to specific language tasks
[11]
.
Interpreters often analyze and process their feelings and emotions that emerge after an interpreting task
[84]
. The checklist can be used to evaluate emotions regarding an interpreting task before or after the task, functioning as a mechanism to respond to emotional demands identified by the DCS. In Hoekman’s
[85]
study, an interpreting student used a checklist at the end of the semester to reflect on feelings when experiencing anxiety.
I argue that interpreters can also rely on a checklist to decide which assignments they accept, and which potentially stressful assignments they should avoid in order to prevent burnout. Horváth and Kálmán
[53]
point to interpreters’ self-regulation in deciding which and how many interpreting assignments to accept and show that the element of choice can reduce interpreters’ anxiety level. Interpreters create their own distinct self-concept as a basis for accepting or rejecting interpreting assignments. An assignment is therefore chosen based on the interpreter’s self-concept, situational or task-specific self-esteem (see 2.3), and emotional temperature. If it is a first-time encounter with a particular context, the interpreter can subsequently decide not to work in that context again.
Participants in Roberts’
[64]
study restricted their choice of previously emotionally challenging interpreting assignments as a coping strategy, with affective factors acting as task-related demands (see the DCS). Similarly, participants in Mathews et al.’s
[47]
study declined science-related job offers as an affective measure. Crezee et al.
[81]
and Vargas-Urpi
[86]
provide examples showing that court interpreters working on child-abuse or violence cases may decide to accept less emotionally charged assignments. In doing so, they may switch to less anxiety-laden work if they, by using the checklist, become aware of impending burnout.
Writing in a language-learning diary
Language learners can keep a diary or journal to record events and feelings during the process of learning a target language
[11]
.
Keeping a diary for emotional support and relief is also relevant in interpreting. Interpreters can use diaries to process feelings and anxiety therapeutically
[84]
. In addition to reducing anxiety, Mirek
[87]
believes that keeping a diary enhances the motivation and self-confidence of interpreters because they stay informed about their progress. Any emotional experience can be recorded in the diary to further enrich the interpreting-learning experience
[1]
.
In addition to improving the three main factors in the AFH (see 2.3), I reason that a diary can also be used as a vital means of detachment, as practicing interpreters need to be able to step away from their role as interpreter. Holmgren et al.
[21]
explain that interpreters need to “switch off” their working brain as a coping strategy. As Monacelli
[22]
confirms, interpreting often takes place in an inherently unstable and constantly evolving environment, deeming it a chronically face-threatening activity. In such an environment, professional survival is the primary goal: to achieve this, interpreters must employ face-saving mechanisms, such as distancing themselves from what is being said.
Roberts
[64]
and Geiling et al.
[25]
point to the separation of the interpreter’s professional and private lives, and the management of the emotional impact of the work by, for example, writing down clients’ emotional stories and subsequently discarding them. In doing so, Roberts and Geiling et al. describe how interpreters leave behind emotional experiences after the assignment.
Discussing your feelings with someone else
Language learners can communicate with another person, such as a teacher, friend, or family member, to express feelings about language learning. Oxford
[37]
points out that mobilizing protective factors, such as good relationships with teachers, leads to increased resilience and self-efficacy.
Interpreters need to create personal safety nets to fall back on when they start experiencing negative emotions
[81]
. As a significant coping strategy, Crezee et al.
[81]
and Roberts
[64]
point to the importance of creating a support network that the interpreter can consult after an emotionally challenging task in order to share feelings, seek reassurance, and breathe new life into motivation. The system can include family, spouses, friends, classmates, interpreter trainers, and role players involved in the interpreting process - such as project managers
[25, 53]
. Research shows that interpreters’ social lives and family support can provide protection against burnout
[81]
. According to Geiling
[88]
and Tran
[16]
, seeking social support as a problem-solving strategy can lead to lower anxiety levels and improved interpreting performance.
Crezee et al.
[81]
caution that an informal support network does not guarantee that interpreters will never have to seek professional psychological help for serious occupational anxiety. It will, however, help reduce both existing and potential future anxiety, manage physical and mental health, and increase enjoyment and satisfaction. Finding professional help through counselling as a coping strategy is also an option for interpreters
[25, 45]
.
Seeking social and emotional support from other interpreters is common
[25, 64]
. As an affective measure, debriefing with fellow interpreters is purifying and restorative
[47]
. Debriefing means to review and reflect on an encounter and to process what went well and what did not, considering the emotions involved
[45]
. Unwinding and communicating with colleagues reduces anxiety levels and fatigue, and opportunities to talk shop pave the way for empathetic conversations and helpful advice
[81]
. In Holmgren et al.’s
[21]
study, one participant noted, “Talking to the other interpreters has been my salvation; we talked about our worries; our situation was the same […] we found strength in one another.”
5. Discussion
In the first category of affective language-learning strategies (lowering your anxiety), three individual language-learning strategies were discussed, namely using progressive relaxation, using music, and using laughter. The use of breathing and relaxation techniques has been shown to be useful for improving interpreting-related anxiety control, enhancing attention, and preparing the body. As Tran
[16]
also argues, interpreters should be equipped with this coping tool. This strategy is therefore redeveloped as using breathing and relaxation techniques and included in the interpreting-learning strategy model in Van der Merwe
[10]
. I conclude that music both reduces interpreters’ anxiety and enhances their self-confidence and emotional intelligence, and therefore this strategy is included as using music. The use of music can act as an emotional-intelligence boosting strategy
[27]
to cope with emotions more successfully. During the discussion of the last anxiety-reducing language-learning strategy, using laughter, the use of humor, laughter, and smiles was identified as a positive emotion-focused anxiety-management strategy for interpreting. Positive emotions enhance the learning process and foster long-term engagement with learning
[11, 36]
. This strategy is redeveloped as using humor and also appears in the model.
Below, the first category is presented together with the definitions for the three individual strategies:
Lowering your anxiety level
1) Use breathing techniques (such as taking a deep breath, counting from 1 to 12, and slowly exhaling) and relaxation techniques (such as twenty minutes of meditation) to manage anxiety.
2) Listen to music to manage anxiety and improve emotional intelligence.
3) Use humor to manage anxiety by, for example, joking, laughing or smiling.
In view of the discussion of the second group of affective language-learning strategies in the category encouraging yourself, the first strategy, making positive statements, is appropriate for interpreting in the form of positive self-talk, which helps to avoid negative thoughts, improve motivation, and build self-confidence. Motivational and self-efficacy challenges can impede strategy use and transfer
[37]
, highlighting the importance of lowering the affective filter by reducing anxiety, and improving motivation and self-confidence. This strategy is therefore redeveloped and included in the model as using positive self-talk. The taking of judicious risks is relevant in the selection of assignments based on the interpreter’s self-concept. Risk-taking is inherent to interpreting
[77]
and can enhance motivation when interpreters are not constrained in their choices. This strategy is therefore included as taking calculated risks. Although interpreting itself can be a rewarding activity that promotes motivation and positive emotional responses
[25, 47]
, interpreters also need to reward themselves for good and challenging interpreting performances in order to increase motivation and go “offline”. The last strategy in this category is included as rewarding yourself.
Below, the second category is presented together with the definitions for the three individual strategies:
Motivating yourself
1) Use positive self-talk by, for example, saying to yourself, “I am the best person for the task” two minutes before a challenging interpreting task.
2) Take calculated risks by evaluating your potential to perform interpreting tasks and pushing yourself to take risks with good judgment.
3) Reward yourself for a particularly good or challenging interpreting performance with your favorite activities, such as fishing, playing video games or enjoying a leisurely meal.
In the last category of affective language-learning strategies, taking your emotional temperature, four strategies were discussed. The first strategy, listening to your body, can be applied to interpreting so as to discover both positive and negative feelings, and relates to self-care by promoting physical, mental, and social well-being, reducing anxiety, and building self-confidence. By listening to their bodies, interpreters can engage in self-care as an affective measure and technique
[47]
and mitigate the negative effects of emotional distress
[82]
. This strategy is included as listening to your body in the newly redeveloped model. The following strategy, using a checklist, is included as is because interpreters can consult checklists to discover feelings, attitudes, and motivations about interpreting. The element of choice has been shown to reduce interpreters’ anxiety levels and increase their awareness of potential burnout
[53]
. I conclude that interpreter learners’ affective filter can be lowered if they write in a diary because it reduces anxiety
[84]
and fosters motivation and self-confidence
[87]
. The diary can also be used to detach - the strategy writing in a language-learning diary is therefore redeveloped as keeping an interpreting diary. The last affective language-learning strategy, discussing your feelings with someone else, is redeveloped as discussing your feelings with your support network. It is included in the interpreting-learning strategy model, since this language-learning strategy is valid for interpreting in the form of conversations with interpreting colleagues, family, friends, and other role-players in the interpreting process. Seeking social support can mitigate negative emotions
[81]
, protect against burnout
[81]
, enhance motivation
[64]
, and contribute to lower anxiety levels and improved interpreting performance
[16, 88]
. This enables interpreters to maintain both their physical and mental well-being.
Below, the last category is presented together with the definitions for the four individual strategies:
Taking your emotional temperature
1) Listen to your body by paying attention to signals provided by your body - such as fear and anxiety that must either be blocked out or acknowledged and managed - and practice self-care accordingly by, for example, getting sufficient sleep, eating nutrient-dense foods, and engaging in physical exercise.
2) Use a checklist to discover, evaluate, and process feelings and attitudes about interpreting in general, as well as about specific interpreting tasks, to support informed decision-making - for example, by deciding not to accept interpreting assignments involving child abuse cases in the future.
3) Keep an interpreting diary to lower the affective filter and detach from emotionally charged events by, for example, writing down clients’ stories before discarding them.
4) Discuss your feelings with your support network to discover and express feelings about interpreting. This support network can include interpreting colleagues (especially for debriefing), family, friends, role-players in the interpreting process (such as project managers), and professional psychologists (when necessary).
All ten affective language-learning strategies are therefore redeveloped for interpreter-training purposes in the interpreting-learning strategy model (see Figure 2). Together, these strategies work to improve the interpreter’s emotional intelligence and lower the affective filter.
Figure 2. Van der Merwe’s affective interpreting-learning strategies. Van der Merwe’s affective interpreting-learning strategies.
Furthermore, my definition of affective interpreting-learning strategies is as follows:
Affective interpreting-learning strategies can be used before, during, and after the interpreting task (and during lifelong learning) to focus on internal psycho-affective factors in interpreting - mainly anxiety, motivation, and self-confidence - in order to develop emotional intelligence and maintain a low affective filter.
6. Conclusions
This article reported and built on a component of a PhD dissertation
[10]
that investigated the redevelopment of interpreting-learning strategies from language-learning strategies. In the first two sections of the article, an overview was provided of psycho-affectivity and emotional intelligence in interpreting; Oxford’s affective language-learning strategies; the AFH (with a focus on anxiety, motivation, and self-confidence); and qualitative descriptive research.
Based on the interaction between interpreting- and language-learning research, I redeveloped ten affective interpreting-learning strategies, which were discussed in depth. These strategies form part of a complete model containing sixty-one strategies, with three categories of affective interpreting-learning strategies having been redeveloped: lowering your anxiety (using breathing and relaxation techniques, using music, and using humor); encouraging yourself (using positive self-talk, taking calculated risks, and rewarding yourself); and taking your emotional temperature (listening to your body, using a checklist, keeping an interpreting diary, and discussing your feelings with your support network).
It was therefore found that affective language-learning strategies can be extensively utilized for interpreter training, with ten affective interpreting-learning strategies having been redeveloped into three strategy categories based on Oxford’s
[11]
ten affective language-learning strategies. These findings advance theory by expanding Oxford’s structured framework and adapting it for interpreting purposes, refining the conceptualization of affective strategy use during interpreting. Practically, the redeveloped strategies provide concrete tools for enhancing interpreters’ anxiety management, motivation, and self-confidence, thereby helping to lower the affective filter.
There are, of course, certain limitations that should be highlighted, two of which are discussed here: completeness and speculation. Firstly, the analysis is limited to a specific model, so other affective strategies identified in literature cannot be included because they are not listed in Oxford’s
[11]
language-learning strategy model. Secondly, the model’s usefulness can be proposed but not (yet) confirmed; empirical research will have to follow. I highlight two possibilities for further research in this regard: One is developing a Strategy Inventory for Interpreting Learning (SIIL) based on the interpreting-learning strategy model - similar to Oxford’s SILL - and using it to measure interpreters’ use of affective interpreting-learning strategies. Another is designing and implementing a strategy-instruction program to teach affective interpreting-learning strategies to students during training.
One also cannot disregard the role of AI when discussing interpreting and affect. Koskinen
[89]
emphasizes the need to discuss translation technology and affect, and Chan and Colloton
[90]
highlight the need for research into how AI can recognize and respond to human emotions. This involves considering the influence of emotional intelligence on AI systems.
Interpreters - whether trainees, novices or experienced professionals - can apply affective interpreting-learning strategies in the interpreting classroom, during practice, and throughout their lifelong interpreting careers.
Abbreviations

AFH

Affective Filter Hypothesis

DCS

Demand-Control Schema

SILL

Strategy Inventory for Language Learning

SIIL

Strategy Inventory for Interpreting Learning
Acknowledgments
I wish to express my gratitude to my supervisors, Dr Elbie Adendorff and Prof Harold Lesch, for their invaluable guidance and support during my PhD journey. I would also like to sincerely thank my editor, Eduan Naudé, for his meticulous language editing.
Author Contributions
Kanja van der Merwe is the sole author. The author read and approved the final manuscript.
Funding
The study on which this paper builds was funded by the Ton and Anet Vosloo Chair in Afrikaans Language Practice.
Conflicts of Interest
The author declares no conflicts of interest.
Appendix : The Complete Newly Redeveloped Interpreting-Learning Strategy Model
Direct interpreting-learning strategies
Memory strategies
Creating mental linkages
1) Grouping
2) Associating and elaborating
3) Placing interpreting material in a context
Using imagery and sounds
4) Using imagery
5) Using sounds
6) Mapping semantically
7) Using keywords
Reviewing thoroughly
8) Reviewing structurally
Using action
9) Using physical response or sensation
10) Using mechanical techniques
Cognitive strategies
Practicing
11) Practicing purposefully
12) Practicing sounds and language forms formally
13) Anticipating and learning formulaic language
14) Chunking and recombining
15) Getting natural exposure to your working languages
Understanding and producing messages
16) Getting the idea quickly
17) Using resources
Analyzing and reasoning
18) Reasoning fluidly
19) Analyzing logical associations
20) Analyzing contrastively
21) Paraphrasing
22) Transferring
Creating structure for input and output
23) Taking notes
24) Summarizing
25) Emphasizing
Compensation strategies
Guessing intelligently
26) Using linguistic clues
27) Using contextual clues
Overcoming communication obstacles
28) Switching to the source language or transcoding
29) Getting help
30) Using or interpreting non-verbal behavior
31) Avoiding interpreting production partially or completely
32) Adjusting the interpreted utterance
33) Elaborating the interpreted utterance
34) Using appropriate coinages
Indirect interpreting-learning strategies
Metacognitive strategies
Centering your learning process
35) Getting an overview of the work and linking it with already known material
36) Paying attention
37) Delaying interpreting in order to focus on active listening skills
Managing and planning your learning process
38) Finding out about interpreting
39) Organizing
40) Setting goals
41) Identifying the purpose of an interpreting task
42) Planning for an interpreting task
43) Seeking and creating practice opportunities
Evaluating your learning process
44) Self-monitoring
45) Self-evaluating
Affective strategies
Lowering your anxiety level
46) Using breathing and relaxation techniques
47) Using music
48) Using humor
Motivating yourself
49) Using positive self-talk
50) Taking calculated risks
51) Rewarding yourself
Taking your emotional temperature
52) Listening to your body
53) Using a checklist
54) Keeping an interpreting diary
55) Discussing your feelings with your support network
Social strategies
Asking questions
56) Asking for clarification or verification
57) Asking for correction
Cooperating with others
58) Working in a team
59) Cooperating with competent working language users and mentors
Empathizing with others
60) Developing a cultural understanding
61) Becoming aware of others’ thoughts and feelings
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    Merwe, K. V. D. (2026). Redeveloping Affective Interpreting-learning Strategies from Language-learning Strategies for Interpreter Training. International Journal of Applied Linguistics and Translation, 12(1), 1-17. https://doi.org/10.11648/j.ijalt.20261201.11

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    Merwe, K. V. D. Redeveloping Affective Interpreting-learning Strategies from Language-learning Strategies for Interpreter Training. Int. J. Appl. Linguist. Transl. 2026, 12(1), 1-17. doi: 10.11648/j.ijalt.20261201.11

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    Merwe KVD. Redeveloping Affective Interpreting-learning Strategies from Language-learning Strategies for Interpreter Training. Int J Appl Linguist Transl. 2026;12(1):1-17. doi: 10.11648/j.ijalt.20261201.11

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  • @article{10.11648/j.ijalt.20261201.11,
  author = {Kanja Van Der Merwe},
  title = {Redeveloping Affective Interpreting-learning Strategies from Language-learning Strategies for Interpreter Training},
  journal = {International Journal of Applied Linguistics and Translation},
  volume = {12},
  number = {1},
  pages = {1-17},
  doi = {10.11648/j.ijalt.20261201.11},
  url = {https://doi.org/10.11648/j.ijalt.20261201.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20261201.11},
  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.},
 year = {2026}
}

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  • TY  - JOUR
T1  - Redeveloping Affective Interpreting-learning Strategies from Language-learning Strategies for Interpreter Training
AU  - Kanja Van Der Merwe
Y1  - 2026/01/20
PY  - 2026
N1  - https://doi.org/10.11648/j.ijalt.20261201.11
DO  - 10.11648/j.ijalt.20261201.11
T2  - International Journal of Applied Linguistics and Translation
JF  - International Journal of Applied Linguistics and Translation
JO  - International Journal of Applied Linguistics and Translation
SP  - 1
EP  - 17
PB  - Science Publishing Group
SN  - 2472-1271
UR  - https://doi.org/10.11648/j.ijalt.20261201.11
AB  - 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.
VL  - 12
IS  - 1
ER  -

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Author Information

  • Kanja Van Der Merwe

    Department of Afrikaans and Dutch, Stellenbosch University, Stellenbosch, South Africa

    Biography: Kanja Van Der Merwe is a junior lecturer in language learning and language practice at Stellenbosch University’s Department of Afrikaans and Dutch. She completed her PhD in Translation from Stellenbosch University in 2025, and her Master’s in Translation from the same institution in 2022. Recognized for her contributions, Dr. Van der Merwe has been honored with an Afrikaans Language Council Jeugkoker Award for pioneering research in Afrikaans. She has participated in multiple national and international conferences, including the Teaching Translation and Interpreting 7 Conference, the 6th International Conference on Non-Professional Interpreting and Translation, and the South African Association for Language Teaching Conference 2025. Her research focuses on the interdisciplinary intersection of interpreting and language learning, and she is actively engaged in projects exploring AI applications in language practice and learning. She currently serves as an Associate Editor for Southern African Linguistics and Applied Language Studies (SALALS).

    Research Fields: Interpreting-learning strategies, interpreter training, artificial intelligence in translation and interpreting, pedagogical interpreting, second-language acquisition, Afrikaans language learning

    Contact Email

    http://orcid.org/0009-0000-5281-1524

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