Science for Education Today, 2020, vol. 10, no. 2, pp. 37–55

Development of interpreters’ emotional and empathic skills: An interdisciplinary approach

Karpova I. A. 1 (Perm, Russian Federation), Moshchanskaya T. V. 2 (Perm, Russian Federation), Moshchanskaya E. Y. 1 (Perm, Russian Federation)
1 Perm National Research Polytechnic University
2 National Research University Higher School of Economics, Perm

Introduction. The article deals with the problem of emotional and empathic skills (EES) formation as a component of interpreters’ emotional culture. The purpose of the article is to identify the specifics of developing interpreters’ emotional and empathic skills on the basis of an interdisciplinary approach.
Methodology. The study is based on an interdisciplinary approach. Research methods include a diagnostic experiment, questionnaires, observation, testing, and mathematical processing of the obtained data.
Results. The authors propose a model of developing interpreters’ emotional and empathic skills based on interdisciplinary approach.
Key factors contributing to the effective implementation of the model include: the use of interactive teaching methods, step-by-step development of the skills in practical classes at the undergraduate level; continuity of skills development; out-of-class activities (simulation of quasi-real situations for interpretation in order to improve EES; creating teaching guides and textbooks, and constructing an educational video corpus. The article describes the didactic principles, as well as justifies the need to use both diagnostic techniques and experimental data to assess the level of EES formation.
Conclusions. The findings have theoretical and practical implications for preparing translators, interpreters and other humanitarian professionals , whose key professional attributes include culture of emotional behavior.

For citation:
Karpova I. A., Moshchanskaya T. V., Moshchanskaya E. Y. Development of interpreters’ emotional and empathic skills: An interdisciplinary approach. Science for Education Today, 2020, vol. 10, no. 2, pp. 37–55. DOI:
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Date of the publication 30.04.2020