Półrocznik Językoznawczy Tertium/ Tertium Linguistic Journal

Vol 5, No 1 (2020)

Polish-English Certified Interpreter’s Psycho-Affectivity

Marcin Walczynski

The paper is an attempt at discussing the concept of the Polish-English certified interpreter’s psycho-affectivity by drawing attention to its constituent components – the so-called psycho-affective 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 interpreting – interpreter psychology and its research theme – psycho-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 product – the output. Generally speaking, this paper attempts at demonstrating that the interpreter’s psycho-affectivity 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



Arnold, Jane, Douglas H. Brown (1999) “A Map of the Terrain.” [In:] Jane Arnold (ed.), Affect in Language Learning. Cambridge, New York, Melbourne: Cambridge University Press; 1–24.

Bernstein, Douglas A., Peggy W. Nash, Alison Clarke-Stewart, Louis A. Penner, Edward J. Roy (eds.) (2008) Essentials of Psychology. Boston, New York: Houghton Mifflin Company.

Bontempo, Karen, Jemina Napier (2011) “Evaluating Emotional Stability as a Predictor of Interpreter Competence and Aptitude for Interpreting.” Interpreting, 13 (1); 85–105. https://doi.org/10.1075/intp.13.1.06bon.

Bontempo, Karen, Jemina Napier, Laurence Hayes, Vicki Brashear (2014) “Does Personality Matter? An International Study of Sign Language Interpreter Disposition.” Translation & Interpreting, 6 (1); 23–46. https://doi.org/10.12807/ti.106201.2014.a02.

Brisau, André, Rita Godijns, Chris Meuleman (1994) “Towards a Psycholinguistic Profile of the Interpreter.” Meta: Translators’ Journal, 39 (1); 87–94. https://doi.org/10.7202/002147ar.

Brown, Douglas H. ([1980] 2007) Principles of Language Learning and Teaching. White Plains, NY: Pearson Education.

Colonomos, Betty M. (2015) Integrated Model of Interpreting. Supplemental Notes and Diagrams. Retrieved from: http://www.diinstitute.org/wp-content/uploads/2016/03/IMI-Supplemental-Colonomos-2015.pdf. Date: 28 April 2020.

Gerver, David (1975) “A Psychological Approach to Simultaneous Interpretation.” Meta, 20 (2); 119–128. https://doi.org/10.7202/002885ar.

Gile, Daniel (2009) Basic Concepts and Models for Interpreter and Translator Training. Amsterdam/Philadelphia: John Benjamins Publishing Company.

Gorman, Phil (2005) Motivation and Emotion. London, New York: Routledge: Taylor and Francis Group.

Guiora, Alexander Z. (1972) “Construct Validity and Transpositional Research: Toward an Empirical Study of Psychoanalytic Concepts.” Comprehensive Psychiatry, 13 (2); 139–150. https://doi.org/10.1016/0010-440X(72)90019-3.

Habrat, Agnieszka (2013) “The Effect of Affect on Learning: Self-esteem and Self-concept.” [In:] Ewa Piechurska-Kuciel, Elżbieta Szymańska-Czaplak (eds.), Language in Cognition and Affect, Second Language Learning and Teaching. Berlin, Heidelberg: Springer-Verlag; 239–253. https://doi.org/10.1007/978-3-642-35305-5_14.

Henderson, John A. (1980) “Siblings Observed.” Babel, 26 (4); 217–225. https://doi.org/10.1075/babel.26.4.15hen.

Heron, John (1989) The Facilitator’s Book. London: Kogan Page.

Korpal, Paweł (2017) Linguistic and Psychological Indicators of Stress in Simultaneous Interpreting. Poznań: Wydawnictwo Uniwersytetu Adama Mickiewicza w Poznaniu.

Kurz, Ingrid (2003) “Physiological Stress During Simultaneous Interpreting: A Comparison of Experts and Novices.” The Interpreters’ Newsletter 12; 51–67.

Mead, Peter (2002) “Exploring Hesitation in Consecutive Interpreting: An Empirical Study.” [In:] Giuliana Garzone, Maurizio Viezzi (eds.), Interpreting in the 21st Century: Challenges and Opportunities. Amsterdam/Philadelphia: John Benjamins Publishing Company; 119–129. https://doi.org/10.1075/btl.43.08mea.

Moser, Peter (1995) Survey on Expectations of Users of Conference Interpretation (Final report). Wien: SMZ. Retrieved from: https://aiic.net/page/attachment/1044. Date: 28 April 2020.

Piechurska-Kuciel, Ewa (2008) Language Anxiety in Secondary Grammar School Students. Opole: Wydawnictwo Uniwersytetu Opolskiego.

Reevy, Gretchen M., Yvette Ozer, Ito Yuri Malamud (2010) Encyclopedia of Emotion. Santa Barbara: ABC-CLIO, LCC.

Riccardi, Alessandra (2015) “Stress.” [In:] Franz Pöchhacker (ed.), Routledge Encyclopedia of Interpreting Studies. London, New York: Routledge: Taylor and Francis Group; 405–407.

Sanz, Jesús (1931) “Le travail et les aptitudes des interprèters parlementaires.” Anals d’orientació professional 4; 303–318.

Schweda-Nicholson, Nancy (1985) “Consecutive Interpretation Training: Videotapes in the Classroom.” Meta, 30 (2); 148–154. https://doi.org/10.7202/003731ar.

Seeber, Kilian G. (2011) “Cognitive Load in Simultaneous Interpreting: Existing Theories – New Models.” Interpreting, 13 (2); 176–204.

Seleskovitch, Danica (1975) Langage, langues et mémoire: Étude de la prise de notes en interprétation consécutive. Paris: Minard Lettres Modernes.

Strongman, Kenneth T. (2003) The Psychology of Emotion: From Everyday Life to Theory. Chichester: John Wiley & Sons Ltd.

Timarová, Šárka, Harry Ungoed-Thomas (2008) “Admission Testing for Interpreting Courses.” The Interpreter and Translator Trainer, 2 (1); 29–46. https://doi.org/10.1080/1750399X.2008.10798765.

Timarová, Šárka, Heidi Salaets (2011) “Learning Styles, Motivation and Cognitive Flexibility in Interpreter Training. Self-selection and Aptitude.” [In:] Franz Pöchhacker, Minhua Liu (eds.), Aptitude for Interpreting. Amsterdam/Philadelphia: John Benjamins Publishing Company; 33–54. https://doi.org/10.1075/bct.68.02tim.

Tryuk, Małgorzata (2010) “Interpreting in Nazi Concentration Camps During World War II.” Interpreting, 12 (2); 125–145. https://doi.org/10.1075/intp.12.2.01try.

Valero-Garcés, Carmen (2005) “Emotional and Psychological Effects on Interpreters in Public Services. A Critical Factor to Bear in Mind.” Translation Journal, 9 (3). Retrieved from: http://www.translationjournal.net/journal/33ips.htm. Date: 25 April 2020.

Walczyński, Marcin (2019) Psycho-Affective Factors in Consecutive Interpreting. Berlin: Peter Lang.

Wu, Zhiwei (2016) “Towards Understanding Interpreter Trainees’ (De)motivation: An Exploratory Study.” Translation and Interpreting, 8 (2); 13–25.

Zannirato, Alessandro (2013) “The Quest for ‘Perfection’. Multidisciplinary Reflections on Aptitude and Affect in Interpreter Selection and Training.” The Interpreter and Translator Trainer, 7 (1); 107-127. https://doi.org/10.1080/13556509.2013.10798846