Self-efficacy and language proficiency in interpreter trainees

The aim of this paper is to empirically assess the impact of self-efficacy on the performance of trainee interpreters with different degrees of second-language competence. Self-efficacy, as understood by Bandura, is defined as people’s beliefs about their capabilities to produce designated levels of performance. This article begins by presenting an overview of this psychological construct and highlighting the difference between general self-efficacy and specific self-efficacy. Second, it reviews the literature on self-efficacy and its relation to performance, as well as the relationship between the process of second-language acquisition and the process of interpreting skills acquisition. Interpreting tasks performed by students with low linguistic competence in their B language are compared with the output of trainee interpreters with high linguistic competence, after their specific self-efficacy expectations are measured. A sample of 281 interpreting trainees was used for this study. Results show that self-efficacy is relevant when predicting performance only in trainees with high linguistic competence, and not relevant for trainees with low linguistic competence. However, high linguistic competence trainees lacking self-efficacy offer poorer interpretation renderings. Implications for teaching are discussed.