Volume 1, Issue 2
  • ISSN 2542-5277
  • E-ISSN: 2542-5285
Buy:$35.00 + Taxes



Interdisciplinary research into the interplay between emotions, cognition, and translation is still in its infancy. This is certainly true for research focused on teachers, teachers’ motivation, and related emotions. Unlike in translation studies, however, the situation in teacher motivation theory and research has changed significantly over the last decade. This article draws on teacher motivation theory to adopt an interpretive framework for the study of teacher socioemotional dimensions, as associated with students’ positive perceptions of effective teaching and learning. A self-case study involving the reflexive analysis of a teaching portfolio in translation suggests that teacher motivation and emotions significantly influence students’ perceptions of effective teaching and learning, and that research on teachers matters for reasons such as student outcomes and teacher professional development.


Article metrics loading...

Loading full text...

Full text loading...


  1. Alexander, Patricia A. , Emily M. Grossnickle , and Alexandra List
    2014 “Section Commentary: Navigating the Labyrinth of Teacher Motivations and Emotions.” InTeacher motivation: theory and practice. Edited by P. W. Richardson , S. A. Karabenick , & H. M. G. Watt , 150–164. New York: Routledge.
    [Google Scholar]
  2. Atkinson, David P.
    2014 “Developing Psychological Skill for the Global Language Industry.” Translation Spaces3: 1–24. doi: 10.1075/ts.3.01atk
    https://doi.org/10.1075/ts.3.01atk [Google Scholar]
  3. 2012Freelance Translator Success and Psychological Skill: A Study of Translator Competence with Perspectives from Work Psychology. PhD dissertation, University of Auckland.
    [Google Scholar]
  4. Atkinson, David P. , and Ineke H. M. Crezee
    2014 “Improving Psychological Skill in Trainee Interpreters.” International Journal of Interpreter Education6 (1): 3–18.
    [Google Scholar]
  5. Bayani, Zahra
    2016 “The Effect of Emotional Intelligence on the Quality of Translation.” International Journal of Modern Language Teaching and Learning1 (2): 29–35.
    [Google Scholar]
  6. Bontempo, K. , and Jemina Napier
    2011 “Evaluating Emotional Stability as a Predictor of Interpreter Competence and Aptitude for Interpreting.” Interpreting13 (1): 85–105. doi: 10.1075/intp.13.1.06bon
    https://doi.org/10.1075/intp.13.1.06bon [Google Scholar]
  7. Brookhart, Susan M. , and Donald J. Freeman
    1992 “Characteristics of Entering Teacher Candidates.” Review of Educational Research62 (1): 37–60. doi: 10.3102/00346543062001037
    https://doi.org/10.3102/00346543062001037 [Google Scholar]
  8. Brophy, Jere , and Thomas L. Good
    1986 “Teacher Behavior and Student Achievement.” InHandbook of Research on Teaching. Edited by M. C. Wittrock , 340–370. New York: Macmillan.
    [Google Scholar]
  9. Butler, Ruth
    2014 “What Teachers Want to Achieve and Why it Matters: An Achievement Goal Approach to Teacher Motivation.” InTeacher motivation: theory and practice. Edited by P. W. Richardson , S. A. Karabenick & H. M. G. Watt , 20–35. New York: Routledge.
    [Google Scholar]
  10. Damasio, Antonio R.
    1994Descartes Error: Emotion, Reason and the Human Brain. London: Papermac.
    [Google Scholar]
  11. Gardner, Howard
    1999Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books.
    [Google Scholar]
  12. González Davies, Maria
    2004Multiple Voices in the Translation Classroom: Activities, Tasks and Projects. Amsterdam: John Benjamins. doi: 10.1075/btl.54
    https://doi.org/10.1075/btl.54 [Google Scholar]
  13. González Davies, María , and Vanessa Enríquez Raído
    2016 “Situated Learning in Translator and Interpreter Training: Bridging Research and Good Practice.” The Interpreter and Translator Trainer10 (1): 1–11.10.1080/1750399X.2016.1154339
    https://doi.org/10.1080/1750399X.2016.1154339 [Google Scholar]
  14. Hansen, Gyde
    2005 “Experience and Emotion in Empirical Translation Research with Think-Aloud and Retrospection.” Meta50 (2): 511–521. doi: 10.7202/010997ar
    https://doi.org/10.7202/010997ar [Google Scholar]
  15. Hargreaves, Andy , Ann Lieberman , Michael Fullan , and David Hopskin
    eds. 1998International Handbook of Educational Change. Dordrecht: Kluwer.10.1007/978‑94‑011‑4944‑0
    https://doi.org/10.1007/978-94-011-4944-0 [Google Scholar]
  16. Hockenbury, Don H. , and Sandra E. Hockenbury
    2007Discovering Psychology. New York: Worth.
    [Google Scholar]
  17. Hubscher-Davidson, Séverine
    2013 “Emotional Intelligence and Translation Studies: A New Bridge.” Meta58 (2): 324–346. doi: 10.7202/1024177ar
    https://doi.org/10.7202/1024177ar [Google Scholar]
  18. 2016 “Trait Emotional Intelligence and Translation: A Study of Professional Translators.” Target28 (1): 132–157.10.1075/target.28.1.06hub
    https://doi.org/10.1075/target.28.1.06hub [Google Scholar]
  19. Kaplan, Avi
    2014 “Section Commentary: Theory and Research on Teachers’ Motivation: Mapping an Emerging Conceptual Terrain.” InTeacher motivation: theory and practice. Edited by P. W. Richardson , S. A. Karabenick & H. M. G. Watt , 52–66. New York: Routledge.
    [Google Scholar]
  20. Keller, Melanie M. , Anne C. Frenzel , Thomas Goetz , Reinhard Pekrun , and Lauren Hensley
    2014 “Exploring Teacher Emotions: A Literature Review and an Experience Sampling Study.” InTeacher Motivation: Theory and Practice. Edited by P. W. Richardson , S. A. Karabenick , & H. M. G. Watt , 69–82. New York: Routledge.
    [Google Scholar]
  21. Kiraly, Donald , and Sascha Hofmann
    2016 “Towards a Postpositivist Curriculum Development Model for Translator Education.” InTowards Authentic Experiential Learning in Translator Education. Edited by D. Kiraly , 67–87. Göttingen: V & R Unipress.
    [Google Scholar]
  22. Kiraly, Donald
    2000A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice. Manchester: St. Jerome.
    [Google Scholar]
  23. Kunter, Mareike , and Doris Holzberger
    2014 “Loving Teaching: Research on Teachers’ Intrinsic Orientations.” InTeacher Motivation: Theory and Practice. Edited by P. W. Richardson , S. A. Karabenick , & H. M. G. Watt , 83–99. New York: Routledge.
    [Google Scholar]
  24. Lehr, Caroline
    2013 “Influences of Emotion on Cognitive Processing in Translation: A Framework and some Empirical Evidence. Paper presented at The International Online Workshop on Affective factors in Translation Process Research: To Feel or not to Feel? That is the Question , Aston University, 6th of December.
    [Google Scholar]
  25. Mansilla, Diego , and María González Davies
    2017 “El uso de estrategias socioafectivas en el aula virtual de traducción. Una propuesta didáctica.” Revista Digital de Investigación en Docencia Universitaria11 (2): 251–273. doi: 10.19083/ridu.11.568
    https://doi.org/10.19083/ridu.11.568 [Google Scholar]
  26. Massey, Gary
    2017 “Translation Competence Development and Process-Oriented Pedagogy.” InThe Handbook of Translation and Cognition. Edited by J. W. Schwieter , & A. Ferreira , 497–518. Hoboken, NJ: John Wiley & Sons.10.1002/9781119241485.ch27
    https://doi.org/10.1002/9781119241485.ch27 [Google Scholar]
  27. McKenzie, Phillip , Paulo Santiago , and OECD
    2005Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Paris: OECD.
    [Google Scholar]
  28. Mossop, Brian
    1994 “Goals and methods for a course in translation theory.” InTranslation Studies. An Interdiscipline. Edited byM. Snell-Hornby, F. Pöchhacker and K. Kaindl, 401–409. Amsterdam: John Benjamins.10.1075/btl.2.47mos
    https://doi.org/10.1075/btl.2.47mos [Google Scholar]
  29. Muñoz Martín, Ricardo
    ed. 2016aReembedding Translation Process Research. Amsterdam: John Benjamins.10.1075/btl.128
    https://doi.org/10.1075/btl.128 [Google Scholar]
  30. 2016b “Reembedding Translation Process. An Introduction.” InResearch Reembedding Translation Process Research. Edited by R. Muñoz , 1–19. Amsterdam: John Benjamins.10.1075/btl.128.01mun
    https://doi.org/10.1075/btl.128.01mun [Google Scholar]
  31. Noddings, Nel
    1992The Challenge to Care in Schools: An Alternative Approach to Education. New York: Teachers College Press.
    [Google Scholar]
  32. Ormrod, Jeanne Ellis
    2014Educational Psychology: Developing Learners. Eighth ed. Boston: Pearson.
    [Google Scholar]
  33. Presas Corbella, Marisa
    2017 “Implicit Theories and Conceptual Change in Translator Training.” InThe Handbook of Translation and Cognition. Edited by J. W. Schwieter , & A. Ferreira , 520–533. Hoboken, NJ: John Wiley & Sons.10.1002/9781119241485.ch28
    https://doi.org/10.1002/9781119241485.ch28 [Google Scholar]
  34. Quilter, Colin
    2005Tertiary Teaching Excellence Awards 2005. Auckland: University of Auckland.
    [Google Scholar]
  35. Richardson, Paul W. , and Helen M. G. Watt
    2014 “Why People Choose Teaching as a Career: An Expectancy-Value Approach to Understanding Teacher Motivation.” InTeacher Motivation: Theory and Practice. Edited by P. W. Richardson , S. A. Karabenick , & H. M. G. Watt , 3–19. New York: Routledge.10.4324/9780203119273
    https://doi.org/10.4324/9780203119273 [Google Scholar]
  36. Richardson, Paul W. , Stuart A. Karabenick , and Helen M. G. Watt
    eds. 2014Teacher Motivation: Theory and Practice. New York: Routledge.10.4324/9780203119273
    https://doi.org/10.4324/9780203119273 [Google Scholar]
  37. Riley, Philip
    2010Attachment Theory and the Teacher-Student Relationship: A Practical Guide for Teachers, Teacher Educators and School Leaders. London: Routledge.10.4324/9780203845783
    https://doi.org/10.4324/9780203845783 [Google Scholar]
  38. Risku, Hanna
    2016 “Situated Learning in Translation Research Training: Academic Research as a Reflection of Practice.” The Interpreter and Translator Trainer10 (1): 12–28.10.1080/1750399X.2016.1154340
    https://doi.org/10.1080/1750399X.2016.1154340 [Google Scholar]
  39. Rojo López, Ana Mª , and Marina Ramos Caro
    2016 “Can Emotion Stir Translation Skill? Defining the Impact of Positive and Negative Emotions on Translation Performance.” InReembedding Translation Process Research. Edited by R. Muñoz , 107–130. Amsterdam: John Benjamins.10.1075/btl.128.06roj
    https://doi.org/10.1075/btl.128.06roj [Google Scholar]
  40. Rojo López, Ana Mª.
    2017 “The Role of Emotions.” InThe Handbook of Translation and Cognition. Edited by J. W. Schwieter , & A. Ferreira , 369–385. Hoboken, NJ: John Wiley & Sons.10.1002/9781119241485.ch20
    https://doi.org/10.1002/9781119241485.ch20 [Google Scholar]
  41. Roth, Guy
    2014 “Antecedents and Outcomes of Teachers’ Autonomous Motivation: A Self-Determination Theory Analysis.” InTeacher Motivation: Theory and Practice. Edited by P. W. Richardson , S. A. Karabenick , & Helen M. G. Watt , 36–51. New York: Routledge.
    [Google Scholar]
  42. Salovey, Peter , and John D. Mayer
    1990 “Emotional Intelligence.” Imagination, Cognition and Personality9 (3): 185–211. doi: 10.2190/DUGG‑P24E‑52WK‑6CDG
    https://doi.org/10.2190/DUGG-P24E-52WK-6CDG [Google Scholar]
  43. Urdan, Tim
    2014 “Concluding Commentary: Understanding Teacher Motivation: What is Known and what More there is to Learn.” InTeacher Motivation: Theory and Practice. Edited by P. W. Richardson , S. A. Karabenick , & Helen M. G. Watt , 227–246. New York: Routledge.
    [Google Scholar]
  44. Varzande, Mohsen , and Esmaeil Jadidi
    2015 “The Effect of Translators’ Emotional Intelligence on their Translation Quality.” English Language Teaching8 (8): 104–111. doi: 10.5539/elt.v8n8p104
    https://doi.org/10.5539/elt.v8n8p104 [Google Scholar]

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error