Conference Interpreters and Their Listening Behaviour—a Guest Article by Lisa Woytowicz

Listening is an integral part of every conference interpreter’s job. It might therefore be surprising that there is hardly any research on conference interpreters’ listening behaviour. Since I did not find too much on the issue, I conducted my own study.

About Listening

Studies on listening behaviour exist. But generally, they are conducted by scholars in the field of psychology or communication studies. According to these experts, listening is a multidimensional construct which consists of behavioural, cognitive, and affective processes.

Every time we listen, we—or rather our brains—process information on several levels: When somebody speaks, we receive (verbal and non-verbal) signals. We identify sounds and put them together. We recognise words, sentences and what they mean. During this process, our short-term memory continuously verifies whether the incoming information corresponds to the information stored in our long-term memory. Besides, it adds new information and establishes new links.

There is evidence that the more we already know about an issue, the faster our short-term memory processes the information. This is not only fascinating; it also is one of the reasons why preparing an interpreting assignment is key.

Listening as a Skill

However, there is a tiny but important step in the listening process which is often ignored or at least underestimated: every listener has an intention, a goal she pursues. Selecting a listening goal is the very first step of the listening process which commonly happens subconsciously. Nevertheless, it is a decision every listener makes. And it determines which of the incoming signals are considered relevant and which will be ignored.

When interpreting simultaneously, conference interpreters are special listeners because they are “double listeners”. They need to listen to the speaker and—at the same time—to themselves. They listen to the information they interpret while also making sure that their rendition makes sense and is grammatically and semantically correct. This kind of listening behaviour might be part of the job description. Nevertheless, it is quite unnatural.

Experts agree that listening is “an identifiable set of skills, attitudes, and abilities [that] can be formulated and taught to improve individual performance” (Worthington & Bodie, 2017, p. 8). And this is brilliant! It means that interpreters can learn to make conscious listening decisions to become better listeners and thus (even) better interpreters.

Different Listening Styles

The Listening Styles Profile (LSP) is a concept to describe listening behaviour. According to the latest version of the LSP, listening styles are listening goals which are triggered by individual predispositions (i.e., they are partially stable) and elements of the listening situation (i.e., they are partially not stable).

There are four different listening styles:

  • Relational listening: a concern with and awareness of the speakers’ feelings and emotions,
  • Analytical listening: focussing on the full message before forming an opinion,
  • Task-oriented listening: a concern with the amount of time spent listening and a desire to interact with focused speakers,
  • Critical listening: a tendency to evaluate and critically assess messages for accuracy and consistency. (Bodie & Worthington, 2017, p. 403)

Data on listening behaviour is collected using self-assessment questionnaires. For my research project, I used the LSP-R8 (Rinke, 2016).

Assessing the Listening Behaviour of Different Professions

I asked representatives of three different professions as well as students enrolled in the respective university courses about their listening behaviour. Using an online questionnaire, I was able to gather data on the listening behaviour of 242 (future) psychologists, teachers, and conference interpreters.

Several t-tests were performed to determine statistically relevant differences between the groups mentioned above. If you are into statistics, let me know and I am happy to give you the details. But for now, let us skip the statistical part and get straight to the results. So, here is what I found:

  • Conference interpreters have a stronger tendency toward Critical listening than the other professionals.
  • Conference interpreters have a weaker tendency toward Relational listening than the other professionals.

To my surprise, there were no statistically relevant differences among the student groups. Apparently, future conference interpreters’ listening behaviour does not differ very much from the way future psychologists or future teachers listen.

Therefore, I concluded that the frequent use of a certain listening style on-the-job might result in applying it frequently, even in other contexts. If you think about it, this is not very far-fetched. The more we use a certain skill, the more we train it and the better we get at it. And when we are good at something, we tend to do it more often. In the end, this cycle might lead to partially automatising a certain listening behaviour.

Remember, interpreters are double listeners who always make sure that their rendition is correct. So, they often apply Critical listening when sitting in the booth. Psychologists and teachers—in their professional contexts—surely use a lot more Relational listening. In the end, psychologists are paid to know how people feel; and teachers regularly need to put themselves into the shoes of their students to meet their needs.


What are these findings good for? Well, competent listeners can flexibly switch between different listening styles, always adapting to new listening contexts. Irrespective of one’s profession, this might be a goal everybody could strive for. At the end of the day, being a good listener is a great asset.

It looks as though conference interpreters should train to use Relational listening more often. They could start thinking about situations in which this listening style (or the others) could come in handy, particularly if Critical listening is more of a hindrance than a help. These might be situations which involve talking to clients, colleagues, family, and friends.

Furthermore, conference interpreters could try to consciously apply different listening styles in the booth. Depending on the speaker, they might grasp more of the relevant information by focussing on her emotions (Relational listening) or on the full message (Analytical listening).

Interpreting trainers could consider establishing listening behaviour as part of the curriculum. Besides, the LSP might help explain certain flaws, such as omissions, contresens, etc., which could be relevant for giving (better) feedback.

Since listening plays such an important role in every conference interpreter’s (professional) life, there are plenty of other conclusions to be drawn. Are you interested in discussing your suggestions? Just send me an e-mail:



Bodie, G. D. & Worthington, D. L. (2017). Profile 36 listening styles profile-revised (LSP-R). In D. L. Worthington & G. D. Bodie (Eds.), The sourcebook of listening research. Methodology and measures (pp. 402–409). Wiley-Blackwell.

Imhof, M. (2010). Zuhören lernen und lehren. Psychologische Grundlagen zur Beschreibung und Förderung von Zuhörkompetenzen in Schule und Unterricht. In M. Imhof & V. Bernius (Eds.), Zuhörkompetenz in Unterricht und Schule. Beiträge aus Wissenschaft und Praxis (pp. 15–30). Vandenhoeck & Ruprecht.

Rinke, E. M. (2016, May 14). A general survey measure of individual listening styles: Short form of the listening styles profile-revised (LSP-R8) [AAPOR Poster Session 3]. Annual Conference of the American Association for Public Opinion Research, Hilton Austin, Austin, TX, United States.

Worthington, D. & Bodie, G. D. (2017). Defining listening. A historical, theoretical, and pragmatic assessment. In D. L. Worthington & G. D. Bodie (Eds.), The sourcebook of listening research. Methodology and measures (pp. 3–17). Wiley-Blackwell.

Woytowicz, L. (2019). Persönlichkeitseigenschaften und Listening Styles von Konferenzdolmetschern im Vergleich zu anderen Berufsgruppen [unpublished master’s thesis]. Johannes Gutenberg University Mainz.

About the author

Lisa Woytowicz is a professional conference interpreter for German, English, and Portuguese, based in Essen (Germany).