CTTL E 2026
CTTL E publishes articles as soon as they pass review and the final approved version is camera ready and is fit for publication.
Textual genres and genre systems for medical and health translation training
Pilar Ezpeleta-Piorno
Universitat Jaume I of Spain
Abstract
Translation competence has become a central topic in discussions on translator training. This article explores the pedagogical value of textual genres and genre systems in the training of medical and health translators. The argument is that genre competence — considered in its socio-communicative, formal, and cognitive dimensions — significantly contributes to the development of key components of medical translation competence, including textual and communicative proficiency, thematic and terminological knowledge, cultural awareness, and socio-professional skills. A review of major theoretical models of translation competence and current research on the specific competences required of medical translators reveals that genre-based approaches help trainees (a) understand professional communicative practices, (b) interpret the expectations of different discourse communities, and (c) produce culturally appropriate target texts. The study concludes with a proposal for a series of genre- and genre-system-based training tasks designed to strengthen translators’ versatility, contextual awareness and professional proficiency within medical communication.
Keywords: medical translator training, medical translation competence, textual genres, genre systems, genre competence
Metacognitive regulation as supervisory control in simultaneous interpreting assessment
Serhii Skrylnyk
Taras Shevchenko National University of Kyiv
Abstract
This article examines metacognitive regulation as a higher-order supervisory control mechanism in English–Ukrainian simultaneous interpreting (SI). Drawing on a mixed design that combines corpus-based analysis of institutional and crisis-relevant English–Ukrainian SI (2014–2025) with a training experiment involving MA-level interpreting students, the study focuses on the observable regulatory behaviour of interpreters in various linguistic and cognitive situations. Regulation is operationalised through four indicators: ear–voice span (EVS) recovery dynamics, repair timing and severity, trigger-aligned compression, and pragmatic recalibration. In English–Ukrainian SI, the direction-specific demands on regulation are both structural (syntactic normalisation, ellipsis resolution, segmentation at clause boundaries) and pragmatic (recalibration of stance and agency, which can prevent escalation while preserving propositional content). The results indicate that what characterises effective SI performance is the speed of stabilisation after overload triggers such as speech-rate spikes, information density, syntactic packing, and pragmatic risk; uniformly low processing lag and low error rates are weak proxies for it. The empirical analysis is based on the coding of 169 trigger-centred episodes, annotated for temporal coordination (EVS re-centring), repair behaviour, compression or restructuring, and pragmatic recalibration. The training experiment further indicates that metacognitive instruction is associated with improvements in regulatory decision-making, resulting in clearer output, higher precision, and reduced cognitive strain. The findings support a process-oriented view of SI competence and have direct implications for interpreter training, assessment, and technology-mediated interpreting environments.
Keywords: metacognitive regulation, cognitive function, simultaneous interpreting, corpus-based interpreting studies, interpreting quality assessment.
Effects of Anxiety on Interpreting Performance: Insights from an Undergraduate Interpreting Course
Giang Thi Linh Hoang
University of Foreign Languages and International Studies, Hue University
Oanh Thi Phuong Ho
University of Memphis
Abstract
Anxiety has been well documented as a source of problems for language learners in their speaking classes. When interpretation learning is in question, anxiety emerges as an even more pressing issue due to the interpreters’ cognitively demanding role as mediators of meaning across languages. By reconceptualizing ‘interpretation learning anxiety’, the current exploratory research attempts to investigate interpreting undergraduate students’ perceived anxiety induced by four different components of consecutive interpreting (CI) competence, the predictive effects of their anxiety levels on CI performance, and the strategies they employ to cope with anxiety in CI classes. Limited memorization and recall techniques were found to cause the highest levels of anxiety among the students. Simultaneous multiple regression analyses, however, reveal a non-significant correlation between students’ perceived anxiety and their performance indexed by scores in three different CI tests. The qualitative data indicate that students used diverse coping strategies to manage their emotional responses to anxiety and to address insufficiency in the different dimensions of their interpreting competence. The study proposes pedagogical implications for interpretation courses where anxiety should be given more attention via training strategies that raise students’ awareness of anxiety-induced factors.
Keywords: consecutive interpreting, anxiety, coping strategies, undergraduate students, interpreting performance
Book Reviews
Michal Kornacki & Paulina Pietrzak (Eds.). (2025). Hybrid workflows in translation: Integrating GenAI into translator training. Routledge. pp. viii+160. ISBN: 978-9-027-21364-8. https://doi.org/10.1075/btl.161
Seel, O. I., Roiss, S. & Zimmermann-González, P. (Eds.). (2023). Instrumentalising foreign language pedagogy in translator and interpreter training: Methods, goals and perspectives. John Benjamins. pp. x+291. ISBN 9781003521822. https://doi.org/10.4324/9781003521822
Davitti, E. Korybski, T. & Braun, S. (Eds.). (2025). The Routledge handbook of interpreting, technology and AI. Routledge. PP. xiv+ 434. ISBN: 978-0-367-51300-9 https://doi.org/10.4324/9781003053248
