Attitudes towards learning and its implications for translator training: reflections on students’ motivation in choosing their working languages

Abstract

Motivations, emotions and interests are three key factors influencing the dynamics of didactics. These elements have been pointed out on various occasions as the driving force behind attitudes towards learning. Their study constitutes a way of improving and developing the different methodologies used in the teaching of different disciplines. In this context, the objective of the present work is to analyze the motivational factors that condition the choice of certain working languages (hierarchically, the so-called B languages and C languages) within the Degree in Translation and Interpreting at the University of Cordoba. To this end, the intrinsic and extrinsic motivations of students of two B language combinations (English and French) and up to five different C language combinations are analysed by means of a survey administered to first-year students. The results reveal the heterogeneity of the motivational profiles depending on the language combination chosen, which reinforces the initial approach of emotions as an intrinsic motivational factor and highlights the relevance and influence of students' interests in the teaching-learning process.