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Titre
Resumen de tesis. Ethical motivation: testing the impact of values and beliefs in interpreter education
Otros títulos
Ethical motivation: testing the impact of values and beliefs in interpreter education
Autor(es)
Director(es)
Sujet
Tesis y disertaciones académicas
Universidad de Salamanca (España)
Tesis Doctoral
Academic dissertations
Motivación en educación
Traducción e interpretación
Ética
Clasificación UNESCO
5701.13 Lingüística Aplicada a la Traducción E Interpretación
7102.03 Motivación
Fecha de publicación
2023
Resumen
[EN] This dissertation explores motivational aspects of interpreter education from the
viewpoint of the ethics of care, using a mixed-methods empirical approach.
The main hypothesis is that ethical motivation directly influences participants’
perception of the variables: perceived interest, perceived usefulness, and perceived
difficulty. As a main objective, this study aims to improve educational practice in
interpreting by offering a deeper understanding of how ethical motivation (including
values and beliefs) affects perceived difficulty in interpreting exercises in groups of
students and volunteers. As secondary objectives, the dissertation analyses results
when performing retour interpreting in the language pair Spanish/English, and also
examines secondary results with speeches from different settings. Participants are
students of interpreting at university, and volunteer interpreters at Social Forums.
The dissertation is framed within the perspective of technofeminism and the
ethics of care, and it explores ethical values and beliefs in the study of motivational
aspects in interpreter education. Ethical motivation, and emancipatory ethical
values and beliefs in particular, are studied in the spirit of technofeminism as
an ethical approach to freedom of knowledge and research, where emotional and
feminist aspects have been historically neglected. Constructing knowledge from
a 4E cognition scaffolding brings long-neglected aspects, such as emotions, into
interpreter education. Motivation not only belongs in the realm of emotions, it
also feeds from other feelings and perceptions the interpreting students may have,
largely influencing the way they see their educational process, and themselves. The
values and beliefs explored through the framework of the ethics of care are present
here not just in the study of motivational constructs and variables but, crucially,
in a wider perspective where femininity, embodiment, and ethical choices are at
the heart of educational activities and research. The results on ethical motivation, and on retour interpreting provide relevant
conclusions, not just pedagogically speaking, but also in ethical and motivational terms. The results are clear and simple: participants did not care whether they were
interpreting into A or into B; their perception of interest, usefulness and difficulty
varied solely according to the topic or the context of the video (whether from a Social
Forum, or an institutional setting). The different groups of participants valued
Social Forum videos higher than institutional videos, both in perceived interest
and perceived usefulness. The empirical results obtained for ethical motivation are
of very high statistical significance. The motivation elicited by videos of Social
Forums is sharply higher for every student group tested, and even stronger for the
Malmö Social Forum group of ad-hoc volunteer interpreters. In all settings, as
ethical motivation increases, perceived difficulty decreases.
Thus, ethical motivation directly influences perceptions of interest and usefulness
in participants, in a positive manner, as well as perceived difficulty, which decreases
as the positive motivational variables increase. Furthermore, retour interpreting is
not perceived as more difficult than interpreting into A, which may encourage the
inclusion of retour interpreting as an integral part of the curriculum.
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