Exploring Individual Differences in the Prediction of Awareness and Improvement in Trainee Interpreters: An Aptitude-Treatment Interaction Approach

Autor/in	Xu, Yi
Titel	Exploring Individual Differences in the Prediction of Awareness and Improvement in Trainee Interpreters: An Aptitude-Treatment Interaction Approach
Quelle	In: Interpreter and Translator Trainer, 17 (2023) 1, S.133-154 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Yi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-399X
DOI	10.1080/1750399X.2023.2170056
Schlagwörter	Prediction; Language Aptitude; Feedback (Response); Short Term Memory; Individual Differences; Translation; Teaching Methods; Language Processing; Personality Traits; Error Patterns; Correlation; Second Languages; Error Correction; Learning Motivation; Masters Programs; Undergraduate Students; Foreign Countries; Computer Software; Student Attitudes; Chinese; English (Second Language); Second Language Learning; Second Language Instruction; Accuracy; Instructional Effectiveness; Metalinguistics; Student Improvement; China + Suchen Sie Ihr Suchwort? Vorhersage; Sprachbegabung; Spracheignung; Kurzzeitgedächtnis; Individueller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachverarbeitung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Fehlertyp; Korrelation; Second language; Zweitsprache; Korrektur; Motivation for studies; Lernmotivation; Magister course; Magisterstudiengang; Ausland; Schülerverhalten; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Unterrichtserfolg; Metalanguage; Metasprache
Abstract	The research on interpreting aptitude has focused on the abilities, skills and personal traits of individuals in order to predict their future interpreting performance. However, an important variable between the personal characteristics and success of trainee interpreters in interpreter training, which is instructional practices, is overlooked. Consequently, the different outcomes that were seen in trainees with various characteristics could be attributed to their adaptations to different instructional conditions. In order to address this gap in the literature, this exploratory study used the aptitude-treatment interaction (ATI) paradigm to examine the interactions between individual differences in trainee interpreters and feedback treatment. The findings of regression analyses suggested that working memory capacity predicted interpreting improvement under explicit and mixed feedback conditions rather than implicit conditions, and motivation predicted performance in the mixed group. Working memory capacity also predicted trainees' awareness in the explicit and mixed feedback groups, but not the implicit group. The results also showed that feedback awareness predicted interpreting progress, and error awareness predicted an improvement in the mixed group. Based on these findings, this study highlighted the importance of instruction-related factors in the relationship between aptitude and interpreter training success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01