Jambyl Innovation High Collage

Coursework
SIMULTANEOUS INTERPRETATION AS A SPECIAL
INTERPRETER ACTIVITY

Profession 0512000 Translation Studies

Qualification 0512013 Translator

Tutor: Dana Saulebekova

Student: Akzhan Saulebek

Taraz, 2021

Content
Content ……………………………………………………………………...…1

Introduction…………………………………………………………………....3

Chapter 1. The place of simultaneous interpretation in the system of types

and methods

1.1 Types of translations………………………………….....4

1.2 Specifics of simultaneous interpretation……………………...6

1.3 Temporal characteristics

Chapter 2. Simultaneous interpreting as an activity………….8

2.1 Different models of translation

activities……………………………………….13

2.2 The structure of simultaneous interpretation activities

Chapter 3. Speech and language training of the interpreter

3.1 Principles of building an exercise

system……………………………………….16

3.2 Practicing simultaneous interpretation…………………….19

4. Conclusion…………………………………………………………………...27

5. References…………………………………………………………………....

1.

Introduction

In our era, no international conference or meeting is without simultaneous

interpretation. Externally, the simultaneous interpreter is, as it were, part of an
integrated system of simultaneous interpretation.

From the point of view of conference organizers, simultaneous interpreting offers

enormous time-savings despite the fact that it can be provided in a large number of
languages.
Simultaneous interpretation is called conference translation, although it is only one
of two main types of translation. The second undoubted predecessor was
consecutive conference translation.

History shows that professional consecutive interpretation first began with the
Paris Peace Conference in 1919, while the history of professional simultaneous
interpretation begins with the Nuremberg Trials of Nazi war criminals in 1945.

In the 19th century and early 20th century, there was no need for simultaneous
interpretation as consecutive interpretation coped well with the small number of
international conference languages, namely French and English.

The heyday of consecutive translation was in the period between the two world
wars when multilateral diplomacy used only the two aforementioned languages,
French and English, especially in the League of Nations. But when, after World
War II, the United Nations emerged with five official languages, it soon became
clear that consecutive translation was extremely uneconomical. Indeed, to translate
a speaker's speech into four other UN languages required five times as much as the
speech itself.

It was this practical need for multilateral diplomacy that brought simultaneous
interpretation to life. All the more so because in 1950 it had already emerged and
could be used. The equipment was ready and the necessary, albeit small, "core" of
interpreters-simultaneous interpreters was in place.

This trend also affected other major international forums, where, depending on the
number of working languages adopted by the multilingual delegates, each speech
was repeated several times from the podium in succession, resulting in a great loss
of time.

2.

It was not until the late forties and early fifties that interpretation of speeches was
occasionally practiced simultaneously with listening to them, which became
known as simultaneous interpretation. Simultaneous interpretation was made
possible by a technical system comprising a speaker's microphone, a wiring
system, interpreter headphones and microphones (mounted in special booths), and
participants' headphones. By connecting to the appropriate interpreting booth, each
participant was able to listen to the interpretation of the speaker's speech at the
same time as he or she was speaking. Simultaneous interpreting was a great time
saver, especially for international meetings in which several working languages
were used. Simultaneous interpreting, both as a translation type and as a
communicative activity, only became a subject of research in the late 60s. In the
early 70-s the simultaneousness of the processes of listening and speaking in
simultaneous interpretation was experimentally confirmed and scientists came
close to the question of those speech and mechanical mechanisms that can ensure
simultaneousness of hearing a message in the original language and the translator's
own speaking in the target language.

Over the last 10-15 years, a certain specialization in the use of simultaneous and
consecutive interpreting can be observed. Whereas simultaneous interpretation is
increasingly used for multilateral communication and diplomacy in the framework
of conferences and meetings with more than 2 countries, consecutive interpretation
is increasingly used to service bilateral negotiations for bilateral diplomacy and
more widely for bilateral inter-ethnic relations.

The technical provision of simultaneous interpretation has undoubtedly given a

considerable boost to its development, since in combination, this system of
simultaneous interpretation has not only enabled simultaneous interpretation of
several languages, which in itself offered advantages in terms of time, interpreter
energy and the cost of providing interpretation. It also allows translations to be
given to an arbitrarily large number of recipients in a single language.

Thus, thanks to the development of technical means of simultaneous interpretation

and the field of high technology in general, it is possible to provide interpretation
not only for participants present in the conference hall but also to transmit the
translation to any place in the world (video-conferencing).

3.

This in turn makes it possible to connect remote participants to conferences,

meetings and symposia in real time, from different countries and speaking different
languages, which no doubt increases the effectiveness of discussion and solving
modern problems posed by the participants in such events

The subject of this term paper is simultaneous interpreting. The aim of this course
is to define the specific nature of simultaneous interpreting and its position within
the human language community, as well as the principles of teaching simultaneous
interpreting.
The following objectives are based on this objective:

- identification of the differences between simultaneous interpreting and its other

differences;

- to compare and analysis the relationship between the interpreter's and speaker's
pace of speech

to investigate the models of interpreting activity;

- study of the speech-language training of interpreters-simultaneous interpreters.

The first chapter will examine the place of simultaneous interpreting in the system
of types and modes.

The section will start with a general overview of the types of interpretation that
exist and are currently in use. The differences between them will be defined. Then
the specifics of simultaneous translation, namely its temporal characteristics and
linguistic features will be investigated. The relationship between the pace of
speech of the speaker and the interpreter is analyzed.

The second chapter examines and compares the structure and different models of
simultaneous, as an aspect of translation activity.

The third chapter examines the speech-language training of a simultaneous

interpreter. In particular, the purpose of the training and the requirements are
defined. The principles of a practically tested exercise system are proposed

The conclusion summaries the information received and draws conclusions from
the research and analysis.

4.

1.1 Types of interpreting

In today's environment, where borders between countries and peoples are gradually
disappearing and international relations are becoming ever more intense, the
importance of the work of translators cannot be overstated. Although English is
considered to be the universal language of international communication today, this
does not reduce the need for qualified translations from one language to another. In
fact, the most needed is translation from English to the rest of the world's
languages.

All types of translation jobs are divided into two large groups - written translation
and interpretation.

Interpreting is by far the more difficult of the two, the degree of difficulty being
determined not only by the prevalence of the language and the difficulty of
learning it (although translation from French, for example, is certainly easier than
translating from Swahili - if only because it's easier to find the right specialist), but
also by the nature of the work itself.

Interpreting, in turn, is divided into two types - simultaneous and consecutive.

Simultaneous interpreting is rightly considered the most difficult of the two. The
simultaneous interpreter has no time to select words while at the same time, he
must convey all the nuances of speech with absolute precision. Simultaneous
interpreting is made even more difficult by the individual nature of a person's
speech.

Simultaneous interpreting from English would seem a relatively simple task.

However, in International English there are so many variations in pronunciation,
accents, lexical and grammatical peculiarities that exist in different countries,
regions and social groups that even a highly qualified interpreter can be confused
and err on the side of caution when following the speaker's rate of speech.

Simultaneous interpreting can therefore be defined as a type of conference

interpreting that takes place simultaneously with interpretation in the original
language through technical means in a specially equipped booth, during which,
under time pressure, a huge amount of information is processed per unit of text.

5.

The other type of interpreting is much simpler. The speaker pauses in his/her
speech and the interpreter uses these pauses to announce the translation. In this
case, the interpreter has some time to think about the sentence and choose the right
words.

Either way, there are serious time restrictions that must be strictly adhered to when
interpreting. They are required to speak at practically the same time as the speaker
or as soon as they have finished speaking.
There are no such restrictions for written translations. Of course, deadlines are also
set for translation, but they are measured in days or, at most, hours rather than
seconds.

The main types of translation are technical, legal, business, newspaper and fiction.

Each of these has its own specificities and difficulties. Technical translation is the
easiest in terms of style, but serious problems can arise with the vocabulary and
terminology. For example, technical translation from French can be complicated
by the presence of a large number of modern terms - in the form of neologisms,
unlike other foreign languages in which technical terms, especially in high
technology, are imported and borrowed from English.

As for the most difficult type of translation, it is undoubtedly the translation of

fiction. Even translating prose poses challenges because of the need to retain the
style of the original. And translating poetry successfully is sometimes impossible.
Those translations that readers are willing to enjoy indefinitely, however, tend to
be by wordsmiths whose talent is at least as good as that of the original authors.

It is also important to divide translations according to direction. Translation from

English into Russian and translation from Russian into English are similar but not
identical tasks. And one of the most important rules of translation, which is not
always followed, but which we should strive for, is that the translation must be
done by a native speaker of the target language. That is, translation from French
into Russian should be done by a Russian-speaking translator, and translation from
Russian into French should be done by a Francophone.

Graph of the relationship between the average pace of the interpreters and the pace
of the speakers

Conclusions:

. Simultaneous interpreting has the following main characteristics over time:

- a higher rate of conversion of a message in one language into a message in

another language than in other types of translation;
- Strict dependency of the rate of interpretation on the rate of the speaker's
pronunciation;

- making decisions for translation immediately after orienting oneself at the next
level of meaning of the speaker's speech.

. The strict time constraints in simultaneous interpreting have an effect on all the
processes that comprise the activity: orientation in the source text, finding and
making translation decisions, and implementing translation actions. The
simultaneous interpreter experiences the greatest time constraints when looking
through the source text. When simultaneous interpreting is successful, the
interpreter orientates him/herself in the original text at the same rate as the speaker,
or slightly faster: the interpreter predicts the content and form of the meaning
components that have not yet been uttered by the speaker.

The interpreter also faces an acute time pressure in making his or her translation
decisions. Interpreting decisions are made every 1 to 3 seconds. There is a time
pressure to carry out the translation at a medium to fast pace of the speaker's
speech.

. The interpreter's pace depends on, but is not usually at the same pace as, the
speaker's speech. The interpreter strives to maintain his or her optimal pace, which
lies at the lower end of the range of the average pace of public speech in the target
language. When the pace of the speaker's speech increases, the interpreter's pace of
speech also increases slightly, but usually does not go beyond the mentioned range.

. The time constraints of the simultaneous interpreter mean that the interpreting
activities are adapted to them psychologically as well as linguistically.
Linguistically, the adaptation of the actions takes the form of a reduction in the
volume of the text in the target language at the fast and medium pace of the
speaker's spelling

1.2 Specifics of simultaneous interpretation

Every person has their own optimal range in which it is easiest for them to
perceive, understand, and, if necessary, reproduce information [4, p. 10]. However,
in practical activities, a person does not always manage to work at his or her
optimal tempo. Among all types of translation activity simultaneous interpreting is
characterized by the most stringent time constraints and represents the least
opportunity to choose the pace of processing and reproduction of information.
While a translator who translates a source text of 6 to 8 typed pages, which is the
upper limit of the standard translation time, a simultaneous interpreter has to
translate the same text within 20 minutes, i.e. while the speaker will be presenting
the source text. In other words, a simultaneous interpreter is allowed 20 to 30 times
less time for a text of the same length than a written interpreter. A consecutive
interpreter also has a significant time constraint, but compared to an interpreter,
they have twice the time to translate a text of the same length: the speaking time of
the source text by the speaker, plus the speaking time of the target language.

The overall time constraint is not the only time constraint for the simultaneous
interpreter. Another time constraint is the binding nature of the time budget: unlike
translators and consecutive interpreters, simultaneous interpreters cannot
manoeuvre within the allotted time (devoting more time and attention to the most
difficult passages, translating relatively simple statements faster), they must use the
time at their disposal in accordance with the speaker's rate of speech in the source
language. Otherwise, the interpreter will fall behind the speaker and the
simultaneous interpretation will cease to be simultaneous. The rate of conversion
of the source text into the target language is another characteristic of simultaneous
interpreting running in time.

The time course of simultaneous interpretation therefore has the following

characteristics

- a higher rate of conversion of the source text into the target language text than in
other types of translation;

- rigid dependence of the rate of translation on the rate of speech formation by the
speaker in the source language;- decision to translate immediately after orienting in
each individual unit of orientation.

Temporal characteristics of translation actions and their phases and links: The
duration of a translation action in simultaneous interpreting may vary. According
to our data, it tends to fluctuate between 1200 and 5500 ms (the duration of the
action result comparison phase is not included in the specified values: it cannot be
observed as a part of each translation action). The average duration of a translation
action is closer to the indicated upper limit (around 5000 ms). In each specific
case, the duration of a translation action depends on a number of factors
influencing the duration of individual phases and links.

Duration of the phases and links of the interpreting action

Speakers' range of speech tempo is much wider than that of interpreters. While the
former extends from 160 to 280 syllables/minute and sometimes more, the latter
usually lies between 180 and 240 syllables/minute, with most interpreters' speech
tempo concentrating in the middle of this range,

In simultaneous interpreting, the pace of the speaker's speech and the interpreter's
pace of speech very rarely match each other. There is usually a discrepancy
between them, the magnitude of which follows a certain pattern. The interpreters'
pace of speech reveals a direct (but not directly proportional) dependence on the
speakers' pace of speech

When the speaker's pace is very slow or slower (160--190 syllables/minute), the
interpreter's rate of speech is slightly higher than the speaker's, at the level of
values that characterize the lower bound of the average pace of public speaking
(200--210 syllables/minute for translation into Russian). When the speaker's rate
increases to an average (200--240 syllables/minute) the interpreter's rate increases
by only a few syllables and their average rate is between 210 and 225
syllables/minute.

When approaching the upper limit of the average pace of a public speech, the
speaker's pace overtakes that of the interpreters. In the case of fast-paced speeches,
the interpreters' rate of speech usually increases very little compared to the above
cases and remains within the range of the average pace of public speech in the
target language, rarely exceeding 240 syllables/min when translating into Russian.

The change in the tempo of the speakers and the tempo of the interpreters and their
comparison are shown in Table 2. Thus, experienced simultaneous interpreters
usually maintain a certain, apparently optimal, speech rate in the target language,
which is at the lower end of the average public speech rate range in the target
language. When the pace of the speaker's speech increases, the interpreter's pace of
speech also increases, but only to a very small extent. Let us present graphically
the speech rate of the speakers and the corresponding rate of the interpreters (see
Table 2).

Table 2

Speech rate of speakers, Average speech rate of interpreters, syllables/minute

syllables/minute

166--180 206

181--195 211

196--210 215

211--225 217

226--240 220

241--255 222

256 or higher 226

Conclusions:

. Simultaneous interpreting has the following main characteristics over time:

- a higher rate of conversion of a message in one language into a message in

another language than in other types of translation;

- Strict dependence between the pace of interpretation and the pace of the speaker's
pronunciation;

- making decisions for translation immediately after orienting oneself at the next
level of meaning of the speaker's speech.

. The strict time constraints in simultaneous interpreting have an effect on all the
processes that comprise the activity: orientation in the source text, finding and
making translation decisions, and implementing translation actions.

10

The simultaneous interpreter experiences the greatest time constraints when

looking through the source text. When simultaneous interpreting is successful, the
interpreter orientates in the source text at the same pace as the speaker, or even
faster: the interpreter predicts the content and form of the meaning components
that have not yet been spoken by the speaker.
Searching for and making translation decisions also takes place under severe time
pressure. Interpretation decisions are made every 1 to 3 seconds. Interpreting is
under time pressure when the pace of the speaker's speech is medium to fast.

. The interpreter's pace depends on, but is not usually at the same pace as, the
speaker's speech. The interpreter strives to maintain his or her optimal pace, which
lies at the lower end of the range of the average pace of public speech in the target
language. When the pace of the speaker's speech increases, the interpreter's pace of
speech also increases slightly, but usually does not go beyond the mentioned range.

. The time constraints of the simultaneous interpreter mean that the interpreting
activities are adapted to them psychologically as well as linguistically.
Linguistically, the adjustment of actions takes the path of reducing the volume of
text in the target language at the fast and medium pace of the speaker's speech

Linguistic features of simultaneous interpretation

The task of the interpreter is usually not only to express the content of the source
text accurately, but also fully.

"...to translate means to express correctly and fully by means of one language what
has already been expressed earlier by means of another language. [16, с. 15].

However, the conditions of simultaneous interpreting do not always allow the

content of the source text in the target language to be expressed as completely as it
is possible, for example, in written translation. So, at a medium to fast pace of
speech of the speaker, the interpreter is faced with the need to consciously reduce
the volume of text in the target language.

The way to reduce the length of a message without significantly compromising the
speaker's task is called compression (speech compression). Speech compression is
"...such a compression of speech, determined by the specific conditions of
communication, in which it retains only what is necessary for the given
communication task, and everything else is discarded"

11

Message compression in simultaneous translation is not an extraordinary

phenomenon. It results from a number of linguistic and psychological laws of
speech activity and, in particular, speech message transmission.
Compression is made possible by the information redundancy of speech. The
redundancy of speech is multifaceted. In the sequence of speech signals
constituting a message, there are many that duplicate each other and increase the
reliability of the communication process to a very high level. If necessary, some of
the overlapping elements in the speech chain can be sacrificed, i.e. omitted,
reducing the amount of text in the target language. For example, if the translator
has translated the complete question "When will this plan be implemented?" and
has to translate the answer "This plan will be implemented in 1980", he/she can
compress it painlessly to "in the eightieth year". What is redundant here are the
words "implementation of this plan will begin in one thousand nine hundred". The
first four words duplicate the first part of the question-answer unity, while the
remaining words are clear from the communication situation.

In addition to the overlapping elements, the message may contain more

information than is necessary for the communication task at hand. For example, in
the case of a simultaneous translation of a scientific report, the elements of the
speech chain which are not directly related to the topic of the report (polite
formulas, digressions) will be redundant to a certain extent. The main task of the
interpreter in this case will obviously be to convey narrow information.

Message redundancy can also arise due to the fact that the communication situation
makes it unnecessary to convey any information in verbal form and thus allows the
message to be shortened (see the example given with the translation of the
response).

Message compression has a psycholinguistic basis. Statement reduction in general

is one of the main features of verbal transmission of a speech message. In oral
transmission in the same language, a reduction of up to 60% of the speech message
is quite normal (14). Despite this large reduction in text, the number of sentences
in the message is almost unchanged: the reduction is mainly due to adjectival
sentences, participles and de-participles. The number of different parts of speech is
reduced unevenly: verbs by 30-35%, nouns by 50% and adjectives by 75-80%.
When a message is communicated orally to a chain of seven, the first person has
the greatest reduction (50%) and the second to seventh person has a total reduction
of only 5--7%. This means that the redundancy of the text has already been
eliminated and further reduction is fraught with consequences for the content of the
message. 12

Message compression in simultaneous interpreting is not constant. It depends on

the tempo of the speaker's speech and is largely determined by the combination of
source and target languages.
Determining the amount of compression in simultaneous interpretation is
expedient by comparing the compressed texts resulting from simultaneous
interpretation with uncompressed texts. The latter can be translated texts done in
writing. Comparing the syllabic value of texts in the target language recorded
during the simultaneous interpreters with the source texts cannot give an accurate
picture of the compression, as the effect of a change in the syllabic value of the
message when moving from one particular language to another will be affected.

Since the magnitude of speech compression for each language combination will be
different for the same speech rate of the speaker, it is not possible to provide any
data characterising speech compression for all language combinations. Therefore,
we will restrict ourselves to the data for the English-Russian language
combination.

The size of compression in simultaneous translations from English into Russian

can be illustrated by the following example (Table 3). The table is compiled
according to materials given by G. V. Chernov

The table shows that translation in this case increases the syllabic value of the text
from 184 to 256 syllables, i.e. by 39.1%. Trainee translators compressed the
translation text from 256 to 213 syllables or by 15.2%. According to G. V.
Chernov the experienced translators can compress the text to 168 syllables or
34.4%. Moreover, this is not the end of the compression possibilities of this text.

In simultaneous translations from English into Russian the experiments with a

group of experienced translators yielded the translated texts, which turned out to be
almost always smaller than the written translations, although this difference varied
significantly depending on the tempo of the speaker's speechIn subject 1 the
syllabic value of the simultaneous translation was approximately equal to the
syllabic value of the written translation or slightly exceeded the latter (by 8--9%) at
a very slow and slower pace of the speaker's speech (166--195 syllables/min). In
other words, at a very slow and slow speaker's pace, the translator did a full
translation without resorting to speech compression. At an average speaker's
speech rate (196--230 syllables/minute) the syllabic value of the simultaneous text
was 90--95% of the syllabic value of the written translation. With further increase
in the speakers' speech rate, the value of the simultaneous text decreased to 75.1%
of the written translation.13

. Table 3

The original text, spoken Written translation Simultaneous interpreting Simultaneous

at a slightly faster pace (averaged!) by UN trainee interpreting by
 than the average English (complete) interpreters at the 1st experienced
monologue IPPIJA simultaneous
interpreters

Mr. President! Our Г-н председатель! Г-н председатель! Наша Г-н председатель!
gratitude and Уходящий в отставку благодарность и Мы глубоко
appreciation are due to председатель, г н признательность признательны
the retiring President, Фанфани, заслуживает обещаются к бывшему бывшему
Mr. Fanfani, for his нашей благодарности и председателе, г-ну председателю, г-ну
notable contribution to высокой оценки за тот Фанфани, за Фанфани, за
the work of the значительный вклад, значительный вклад, значительный вклад
preceding session. который он внес в сделанный им в работу в работу прошлой
работу предыдущей предыдущей сессии. сессии.
сессии Ассамблеи.

In congratulating you, Поздравляя Вас, г-н Поздравляя Вас, г-н Поздравляя Вас с
Sir, on your elevation to председатель, по председатель, по избранием на пост
the Presidency of this поводу Вашего избрания поводу Вашего председателя
Assembly, the New на пост председателя избрания на пост Ассамблеи,
Zealand delegation настоящей сессии председателя делегация Новой
pledges its cooperation Ассамблеи, делегация настоящей сессии Зеландии обещает
with you in your Новой Зеландии Ассамблеи, сотрудничать с Вами
demanding duty of обещает Вам Новозеландская в выполнении
attempting to channel in сотрудничать с Вами при делегация обещает Вашей задачи -
a positive direction the выполнении Вами сотрудничать с Вами в направить в нужное
authority which the ответственной задачи, выполнении Вашей русло авторитет
Assembly possesses. которая заключается в задачи-в попытке Ассамблеи.
том, чтобы попытаться направить в нужное
направить работу русло авторитет
Генеральной Ассамблеи Ассамблеи.
в русло позитивных
решений.

At a time when the В период, когда В период, когда Сейчас, когда

problems of Asia are of проблемы Азии проблемы Азии проблемы Азии
such primary concern, it вызывают такую вызывают столь вызывают столь
is altogether глубокую тревогу, глубокую тревогу, большую тревогу,
appropriate, as many вполне законно, как вполне законно, как уже законно, как уже
have remarked before, отмечали многие отмечали многие отмечали многие
that it should be the ораторы, выступавшие ораторы, что именно ораторы, что нашей
distinguished son of Asia до меня, что нашей уважаемый сын Азии работой руководит
who presides over our работой руководит руководит нашей выдающийся сын
deliberations. уважаемый сын Азии. работой. Азии.

184 syllables 256 syllables 213 syllables 168 syllables

14

Conclusions
. The linguistic nature of message transformation in simultaneous
translation changes when the speaker's speech rate is medium to fast.
Speech compression of the message occurs, which reduces the
syllabic size of the text without significantly compromising the
communicative task of the speaker. At the speaker's fast pace,
speech compression can reduce the length of a text by one-third. The
possibility of speech compression is due to the information
redundancy of the speaker's speech.
. Speech compression is generated by the specific conditions of the
simultaneous interpreter (time constraints and parallelism between the
speaker's speech orientation and speech production in the target
language) and its size is determined by the need to maintain a
moderate speech tempo for the interpreter in the target language.
Speech compression is a form of adaptation of translation actions to
the context of the activity. Compression techniques are ways of
performing translation activities under specific conditions and are
therefore of an operational nature, i.e. they are operations.
. Speech compression is done by means of synonymic or similar
replacement of word combinations and sentences with shorter words,
word combinations and sentences, omission of passages that
duplicate information contained in the preceding context, omission of
semantic units excessive in a concrete situation of communication,
and omission of semantic units excessive from the point of view of the
communication task.
. Speech compression is accompanied by transformations in terms of
semantics. First, the lexical-semantic structure of sentences is
compressed through the reduction and omission of semantic
components. Secondly, the semantic-syntactic organization of
sentences is simplified and the representational nature of syntactic
links is usually strengthened

15

2. Simultaneous interpreting as an activity

.1 The different models of translation activity

Modeling is one of the methods of cognition. It is one of the scientific
abstractions reflecting the regularities of the process or phenomenon under
study. In this sense, modelling is the use of simplification and
schematisation techniques that facilitate cognition.

As far as translation activity in general and simultaneous interpreting in

particular is concerned, there are two models - complex and probabilistic-
predictive.

The description of the simultaneous interpreting process as a whole

requires great abstraction from minor irrelevant points and focusing on
major regularities. A rational solution to this problem is to build a
comprehensive model of simultaneous interpretation.

The proposed model is called comprehensive because it reflects the totality

of various essential aspects and properties of simultaneous interpretation.

In its most general form, the simultaneous interpreter model consists of

three parallel processes: the process of orienting in the source test, the
process of searching and making interpretation decisions, and the process
of implementing interpretation activities

The process of orientation in the source test runs continuously from the
beginning of the speaker's speech to the end. The process of orientation is
not just a process of listening to the speaker's words, but rather a
translator's activity which is an aid to finding or choosing translation
solutions, extracting information about the semantic structure and lexico-
grammatical organisation of the speaker's utterance. The interpreter's
orientation is based on knowledge of the communication situation, the
interpreter's experience, and the interpreter's anticipation of the aims,
themes, meaning and language form of the source utterance. In order to
successfully orientate, the translator lags behind by 1-3 seconds,
identifying as objects of orientation the semantic links which coincide either

16

with the intonation of the semantic unit, or with the structure-syntactic

blocks, or with the sections of the constructive process in the translator's
mind.
The process of finding or selecting translation solutions begins as soon as
the first results of orientation, sufficient to decide on the first component of
the utterance in the target language, and ends after orienting in the last
utterance of the speaker. This process is based on anticipating the
translation tasks and setting the interpreter up for an appropriate solution.
The decision-making process ends with the construction of fragments of
the utterance program in the interpreter's mind.

The translation decision-making process starts after the first translation

decision is made, and ends when the last translation decision is
implemented. It consists of generating utterance components in the target
language according to an internal programme. The sounding of the
interpreter's speech is shifted by 1-3 seconds relative to the speaker's
speech, with some possible deviations.

The second main model is the probabilistic prediction model.

When applied to simultaneous interpreting, the essence of the idea of

probabilistic prediction comes down to the fact that during the process of
listening to speech, the interpreter's brain makes hypotheses about one or
another semantic or verbal development or completion of the author's
intentions.

These hypotheses are made on the basis of a subconscious subjective

assessment of the probabilities of further development of a given meaning
situation. In the course of further processes the interpreter confirms or
rejects his hypotheses on the critical points of the ongoing speech
message - on a number of levels simultaneously.

The most detailed notion of probabilistic forecasting was developed by I. M.

Feigenberg, who defined it as "anticipation of the future based on the
probabilistic structure of past experience and information about the present
situation".As a level base of probabilistic prediction mechanism in
simultaneous translation, the following speech units are taken: syllable-
word-syntagma-syllable-telling-together message.

17

The possibility of predicting the development of a semantic or verbal

situation by a person is connected by the relationship of strict dependence
with the level of redundancy of a speech message.
The higher the redundancy of the message, the higher the probability of
correct prediction of its development at each of the highlighted levels. The
converse is also true: the greater the information density of the message,
the lower the probability of correctly predicting its development.

.2 The structure of simultaneous interpreting activities

In order to be able to analyze the structure of the simultaneous interpreter's

activity, it is necessary to outline the methodological principles of speech
activity and the initial theoretical ideas about speech-thought processes.

The first principle consists in an analysis by units, meaning the

decomposition of an activity into such, parts, each of which carries in itself
all the basic means inherent in the activity as a whole, and cannot be
further decomposed without losing these properties.

The second principle is the tripartite structure inherent in the activity as a

whole and in each of its constituent units. According to this principle,
activity in general and every action may be regarded as consisting of 1) the
phase of orienting oneself to the task and choosing a plan of action
(action), 2) the phase of realization and 3) the phase of comparing the
result with the intended goal. The first phase should be considered in more
detail because it has a complex composition. Before the beginning of action
realization the subject must process, collate and synthesize the information
necessary for performing an adequate action, work out or choose a method
of action and decide when to start the action. Thus, in the first phase we
can assume the presence of three links: a) the link of orientation in the task
conditions by finding orientations relevant to the action or by recognizing a
familiar situation; b) the link of working out or choosing a plan of action
corresponding to the two different kinds of orientation; c) the link of working
out or choosing a plan of action corresponding to the two different types of
orientation.

The third important methodological principle determining the understanding

of the process of speech activity is the recognition of the heuristic nature of

18

the processes of perception and utterance generation. This means that the
interpreter can choose different strategies when working out the way of
action and its implementation, depending on the specific conditions of the
activity .

The fourth methodological principle consists in a certain understanding of

the procedure of choosing the way of action and can be called probabilistic
prediction. The idea of the role of probabilistic prediction in assessing the
situation and choosing a way of action goes back to the concept of "model
of the future" put forward by N.A. Bernstein and consists in the following.
The reflection of the situation in the mind of the subject of action results in a
model of the situation existing at the moment of the beginning of action -
the "model of the past-present or the become" in Bernstein's terms. The
model of the past-present is unambiguous and categorical. The past-
present model, together with motivation, narrows down the possibilities for
choosing a course of action, but not so much that the subject can choose
only one course of action. At the same time, the subject develops an idea
in his mind of what will happen to the situation as a result of his
intervention, a 'model of the future'. The model of the future is not as
unambiguous and categorical as the model of the past-present. It is a
probabilistic model based on past experience in similar situations and on
trial-and-error situations. This results in a sort of a fan of possible outcomes
from which the subject selects one outcome by comparing the probabilistic
model of the future with the objective of action.

In recent years, Soviet physiology has interpreted probabilistic prediction

not only as an activity aimed at determining what can happen to a situation
as a result of the subject's actions, but also as a preparation of the body
systems for reacting to a situation, the probability of which the subject sees
as maximal .

Preliminary mobilization of physiological systems related to the reaction to

a future situation allows the organism to adapt to the changing environment
in advance. Moreover, it is supposed that the principle of development of
reactions anticipating the appearance of external events underlies the
functioning of the human brain as an organ of general reflection of the outer
world.

The assumption of the anticipatory reflection of reality and the preparation

of the organism for the changing situation is important for understanding
the process of simultaneous interpretation, in which the interpreter's action
consists in an immediate reaction to the constantly changing situation.
In order to adequately describe the mechanism of simultaneous interpreting
we need a preliminary understanding of the regulation of speech activity on
the psycho-physiological level. According to the views of N.A. Bernstein, on
which we will rely in the following presentation, the regulation of organismal
activity is carried out by a complex multilevel hierarchically organized
structure. At the head of this psychophysiological structure is the master
level, which regulates the semiotically decisive components of activity and
governs the underlying levels serving the background or technical
components. Only the master level of regulation is topically perceived by
the subject. As one moves down the levels, the degree of awareness
diminishes. The formation of the psycho-physiological mechanism of
regulation of concrete forms of the body's activity occurs gradually by
automating individual actions and switching them to the lower, background
levels . The concrete application of N.A. Bernstein's ideas to speech
activity allows us to distinguish four levels of awareness, or potential
awareness of speech actions and operations

- actual awareness, the subject of which is the goal of action and activity
(for example, in the case of spontaneous speech the subject of actual
awareness would be, according to A.A. Leontiev, the goal of utterance);

- conscious control, the subject of which is "conscious operations", formed

from conscious actions (in speech activity the operations of the choice of
syntactic and lexical means correspond to them) ;

- unconscious control, to which correspond phonological and, to some

extent, morphological and word-formation aspects of speech actions;

- unconsciousness, to which sound formation corresponds.

As for the focus of attention on the various phases of action and activity,
the most creative, and thus most conscious, phase of orientation and the
development or selection of an action plan is considered [2, p. 14].

Finally, we should briefly touch on a fundamental understanding of the

processes of speech and thinking. We believe, following N.I. Zhinkin, that
"... The mechanism of human thinking is realized in two opposing dynamic
links - the object-imaginative code (inner speech) and the speech-motor
code (expressive speech)". The code of inner speech is characterized by
subjectivity and consists of signs, images and representations, having a
schematic character. The links between the components of the code in
inner speech are substantive rather than formal. The thought realized in the
code of inner speech is not organized as a sequence of signs, but as some
groupings or chains. Speech comprehension is thus interpreted as a
transition from natural language to the code of inner speech, and the
generation of utterance is interpreted as the reverse transition.

3. Speech-language training for interpreters

.1 Objectives of training and learners

Determining the learning objectives of simultaneous interpreting is an

important and complex methodological problem. The importance of this
problem is obvious: the objectives determine the content of the training, the
principles of selecting the trainees and the entire organisation of the
training process. The difficulty of scientifically based formulation of teaching
objectives for simultaneous interpreting is due to two circumstances. Firstly,
the insufficient development of this issue in modern interpretation teaching
methodology. Secondly, the complexity of the activity itself, which is to be
mastered by the trainees. The simultaneous interpretation mechanism can
be viewed not only in dynamics, but also in statics. In the static state, the
simultaneous interpreting mechanism is an organism's acquired ability to
perform an activity. In teaching methodology. the acquired ability to perform
an activity is considered as a skill, ability and knowledge, [18, p. 3].

Skills are such acquired abilities of an organism, which provide automatic

(i.e. proceeding without active participation of consciousness) components
of consciously performed activity. Skills are based on a system of
conditioned connections developed in the cerebral cortex as a result of
exercise in action. Free possession of activity skills frees the interpreter's
mind from the need to control technical aspects and allows him to pay more
attention to tasks that require a creative approach.

Skills are abilities acquired that ensure the performance of activities which
require concentration of voluntary attention.

Knowledge is divided into two types: practical knowledge and theoretical

knowledge

Practical knowledge is a formulation of the rules and conditions of action in

the mind. Practical knowledge is directly involved in the formation of
primary skills. Performance of actions based on practical knowledge initially
occurs at a slower pace and requires considerable effort. Subsequent
training, guided by training instructions, leads first to the formation of
primary skills and then to the formation of skills.

Theoretical knowledge is a learned theoretical description of an activity,

such as the one given in the first part of the book. Theoretical knowledge
contributes to the formation of skills and abilities indirectly. It supports and
substantiates the rules and instructions for action in the initial skill
development phase and guides the learners in their own work to improve
the secondary skills in the following phases.

Interpreting skills can be provided by different combinations of knowledge,

skills and competences and are based on different levels of proficiency. A
minimal level of proficiency in simultaneous interpreting, for instance, would
include the elementary competence and certain skills that work
satisfactorily for slow and moderate-paced speech within a narrow, well-
acquainted subject. Further development and refinement of the
simultaneous interpreting mechanism can go in the direction of increasing
the automatically and strength of skills and experience in solving non-
stereotypical tasks. Mastering new lexical topics can expand the
interpreter's scope of application.

It seems legitimate to distinguish several specific objectives in the ultimate

goal of simultaneous interpreting training.

Work to develop the skills and abilities to find and make translation
decisions can be carried out along two main lines: lexical-phraseological
and syntactical.

The lexical-phraseological direction is driven by the need to adapt to the

mode of translation of the source text in segments that are relatively
independent in terms of meaning and syntax. Minimum training in the
lexical-phraseological direction assumes, on the one hand, free and reliable
(close to conditionally-reflexive reaction) knowledge of several hundreds of
lexical and lexical-phraseological correspondences on the topics of future
specialization and, on the other hand, the ability to solve non-stereotypical
translation tasks of lexical-phraseological nature.

Syntax studies are concerned with how the translator is able to link
segments in the target language to phrases with a syntactic structure.
Training in this area will achieve its goal if the future translator has
developed a sufficient system of stereotypes of transition from syntactic
structures in one language to syntactic structures in another language.
The development of skills and abilities in searching for and making
translation decisions can include the development of speech compression
skills of the message. In line with the methods of speech compression
described in the first part, it is suggested to pay particular attention to the
development of skills in reducing the syllable size of statements by
synonymic or near-syllabic substitution of sentences or their parts and
omitting whole sentences or their parts.

The next component of the learning content-skills and abilities to perform

translation operations and activities at a high tempo and in a specific
combination peculiar to simultaneous interpreting. This component is
central to the structure of the simultaneous interpreting training content
because it ultimately predetermines the level of proficiency and skills in
simultaneous interpreting. It is advisable to distinguish practical knowledge,
interpretation skills and abilities as part of this component of the training
content.

A special group consists of information about the temporal characteristics

of the activity: the range of tempo of the speaker's speech, the temporal
characteristics of orientation in it, the frequency and speed of interpreting
decisions, the range of tempo of the speech in the target language. The
optimum state of the synchronisation mechanism after training is the stable
parallel regulation by different levels of awareness of all three processes
when translating orator's speeches delivered at a moderate tempo, within
the scope of the learnt topic.

The skills and abilities to perform interpreting operations and activities at

the pace of simultaneous interpreting are shaped with the expectation of
relatively reliable simultaneous interpretation of slow and moderate-paced
oratorical speeches. As for fast-paced oratorical skills, they are transferred
to practical work. In the context of a translation department, training is
focused only on the nature of difficulties, ways of overcoming them, and
training in order to form primary skills.

In the context of the proposed teaching methodology, the teaching of

simultaneous interpreting is characterised by purposefulness, organization
and awareness.

Organized learning process means a clear definition of the learning

content, time allocation according to the structure of the learning content,
selection of appropriate learning materials, planning to achieve the ultimate
learning goal in its entirety and methodical organization of both the
teaching and learning process.

In accordance with the learning objectives and content, the entire

simultaneous interpreting learning process is divided into three temporary
learning cycles. Each learning cycle has its own learning objectives,
content, teaching and learning techniques and methods.

The first training cycle can be called the theoretical cycle. Its aim is to
provide theoretical knowledge about simultaneous interpretation and the
process of acquiring it, and to make the students' future learning activities
more focused, conscious and motivated.

The core teaching materials are lectures and the theoretical component of
the simultaneous interpreting textbook, academic publications (to be
worked through in preparation for the seminar) and sound recordings of

audio recordings of speakers and interpreters, as well as visual aids

simulating simultaneous interpreting in general and its particular
characteristics.

The second training cycle is preparatory. Its main objectives are to develop
the qualities necessary for mastering the skills and abilities of simultaneous
interpreting, to restructure the language skills and abilities and to form the
initial skills of interpreting operations and activities in the specific
combination peculiar to simultaneous interpreting. The training materials for
the preparatory cycle are written texts and recorded exercises, texts with
instructions for translation actions and operations, and recorded speeches
of speakers and interpreters for demonstration purposes.

The third training cycle can be called a training cycle in simultaneous

interpreting. The aim of this cycle is to build professional interpreting skills
and abilities and to give the trainees some professional practice.

The training cycle takes up more than half of the total training time budget.
Like the preparatory cycle, it takes the form of group sessions and self-
study in an interpreting class or in an interpreting laboratory. The content of
the lessons and self-study consists of training exercises aimed at mastering
simultaneous interpreting in its entirety in various variants and conditions.
The training materials are texts and sound recordings of the spoken
language for the written translation and the following simultaneous reading
of the pre-translated text, texts and sound recordings for the interpreting
from the listener with and without pre-training and sound recordings and for
the simultaneous interpreting by ear. In all three cycles, educational and
learning objectives are pursued. The expansion and consolidation of
knowledge on the topics of the future specialization is mainly concentrated
at the end of the second and in the third cycle

3.2 Principles of the exercise system

The principles of the proposed exercise system (many of the exercises

described in this chapter were proposed and tested in the training process
a long time ago,, are derived from the formulated learning objectives,
content and principles of the organization of the training process.

The learning objectives guide the system of exercises to achieve the

intended outcomes. The learning content indicates the specific skills and
competencies to be practiced. The principles of the organization of the
learning process determine the order in which the system of exercises is
implemented over time.

From practice it is common to consider the following types of preparatory

exercises:

Positioning in the booth, turning on and checking the equipment. Knowing

how to position the interpreter correctly in the booth and how to operate the
equipment clearly is important enough to warrant special attention in the
training, without postponing it to a later stage.

Speaking into a microphone. This exercise teaches the trainee how to use
the microphone correctly, and helps improve his/her vocal articulation. The
exercise starts out as a reading of written texts in Russian and a foreign
language, recorded on a tape on the trainer's console or in the booth. The
speaking time per session is about 2 to 3 minutes. When listening to the
recordings together, the teacher points out the mistakes of speaking into
the microphone (too close or too far from the microphone) and explains
what to do to form the voice correctly. The main work on setting and
practicing the voice is transferred to the self-study.

Listening to the source text. This exercise gets the trainee used to the
listening position in the interpreter booth. It also aims to develop the
participants' perceptual and mnemic abilities,

Repetition of the source text. This exercise is designed to specifically

develop listening and speaking skills and abilities in parallel. Like the
previous exercise, it is carried out in several variants with a gradual
increase in complexity. In the first version, the students listen to a text in
Russian on headphones and repeat it in a quiet, even voice into a
microphone. The size of the lag between the students and the speaker
does not matter in this exercise. The text to be repeated is either on the
instructor's console or on a tape recorder or microphone.

Repetition of the original text with a set lag. This exercise is primarily
designed to develop the skills and ability to segment the source text into
units of orientation and to practice how to best lag behind the speaker. The
exercise is conducted in two main variants: lagging on intonation and
semantic units and on structure-syntactic units.

Combining listening to one text and saying the other. This exercise is
mainly aimed at developing perceptual, mnemic and other abilities
necessary for mastering the skills and abilities of simultaneous interpreting;
another purpose of this exercise is to form skills of simultaneous listening
and speaking, i.e. to form a synchronisation mechanism regulating the flow
of processes at different levels of awareness.

Speech Compression Exercise. Speech compression skills are practiced at

several levels: at the level of word combinations, at the level of phrases
and at the level of supra-phrasal unities. Two forms of exercise are used:
sight translation and auditory translation.

The practice of speech compression at the first level begins with learning
how to replace word combinations with shorter word combinations (words).
This can be done independently: by comparing specially selected texts
(written) given by the teacher with the original texts, the students identify
and systematise the ways of phrase compression. In the next session the
teacher supplements and refines the system of compression methods and
starts training in their application. Initial training can be based on written
lists of phrases in the form of a cursory translation from the sheet. The
teacher then moves on to an oral exercise by saying a phrase from the
extensive list into a microphone.

The trainees, listening to the teacher's voice on headphones, choose the

appropriate method of compression and say a shorter phrase (word). At
first the exercise is done at a slow pace, then as the compression methods
are mastered, it is done at a faster pace.
Translation from the sheet. As has been repeatedly mentioned, interpreting
from sheet music effectively develops a whole range of skills and abilities
necessary for successful simultaneous interpreting. Within the framework
of the described system of exercises, interpreting from paper allows for four
tasks.

Firstly, through the use of worksheets, further consolidation of lexical and

syntactic equivalences is achieved. Cursory translation of large texts
containing a variety of lexical-phraseological and syntactic difficulties
contributes to greater flexibility of skills and a higher degree of coherence
and generalization of activities and operations.

Secondly, translation from the worksheet is a good form for a sustained

and intensive training in speech compression of messages.

Thirdly, interpreting from the sheet allows training in speed translation skills
and abilities. The main requirement for the trainees in an exercise with this
setting will be to translate at a pace that exceeds the average pace of the
orator's speech. The advantage of interpreting from the sheet as a speed
translation exercise is that it favours the maximum possible individual
progress of the trainees.

Fourthly, worksheet translation is a good preparation for simultaneous

interpreting - the first exercise of the next training cycle.

Sheet-based interpreting can be done with or without pre-training. The

language material should be sufficiently extensive". Between 5 and 8 to 10
pages per exercise session. The period of the exercise is the end of the
preparatory cycle and the beginning of the training cycle.

3 Practice exercises

Simultaneous reading of a pre-translated text. This exercise, like all

exercises in this group, corresponds to one of the simultaneous interpreting
variants. The exercise is prepared and carried out as follows. The trainee is
given a written text of an oration (usually the one for which preparatory
exercises have been carried out) and is asked to translate it in writing as
part of their own work and then read the translation during the speaker's
speech. At the next session, the students are placed in the booths of the
simultaneous interpretation class and, listening to the speaker's speech
into headphones from a microphone or tape recorder of the teacher, they
read the translation prepared in advance.

Simultaneous interpreting from the list. The exercise is to be carried out in

two versions: with and without pre-training. The first step is to practise
simultaneous interpreting on the same sheet of paper with pre-preparation.
The trainees are given the speeches which they are to interpret in
preparation. The preparation time varies between one to two days and 10
to 15 minutes. If the texts are given out several days or hours in advance,
the amount of material should be sufficient to make it impractical to provide
a complete transcription. During preparation, students are familiarised with
the content of the text, main ideas and the speaker's position on the issue
to be discussed, compile a list of vocabulary equivalents, mark the most
difficult areas to be translated and prepare the best options for translation.

Simultaneous interpreting by ear. This is the most challenging training

exercise. It is introduced gradually, increasing in complexity to conditions
close to those of a professional interpreter. The first exercise sessions are
held after the trainees have mastered simultaneous reading of a pre-
translated text, interpreting from a sheet of paper with prior preparation,
have learned simultaneous interpreting from a sheet of paper without prior
preparation and are ready to start the exercise sessions where the written
text is fed into the booths with a delay of 1 to 2 minutes.

The exercise is first conducted on individual phrases and supra-phrasal

unities. In fact, it is merged with an exercise on consolidation of lexical and
syntactic equivalents.

Combining exercises in the learning process

The effectiveness of the proposed system of exercises largely depends on

how skilfully and logically the described exercises are combined during the
learning process. It is therefore useful to devote a separate paragraph to
the best way of combining exercises in training cycles and in individual
sessions, although the description of the exercises has already covered the
stages of their execution.

Conclusion
The first chapter has defined and conceptualized the main types of
translation and examined the specifics of simultaneous translation, namely
its linguistic features and temporal characteristics.

The following conclusions can be drawn from the study of this issue:

- higher than in other types of translation, the rate of transformation of the

source text into the text in the target language;

- strict dependence of the translation tempo on the speaker's rate of

speech in the source language;

- decision to translate immediately after orienting in each individual unit of

orientation.

- the need to apply speech compression, which changes the linguistic

nature of the message transformation. At the speaker's fast speech tempo,
speech compression can reduce the text volume by one-third. Speech
compression is generated by the specific conditions of the simultaneous
interpreter (time constraints and parallelism between the speaker's speech
orientation and speech production in the target language) and its size is
determined by the need to maintain a moderate speech tempo for the
interpreter in the target language. Speech compression is accompanied by
transformations in terms of semantics. Firstly, the lexical-semantic structure
of sentences is compressed through reduction and omission of semantic
components. Secondly, the semantic-syntactic organization of sentences is
simplified and the representational nature of syntactic links is usually
strengthened.

The many variations in pronunciation, accents, lexical and grammatical

features prevalent in different countries, regions and social groups, as well
as the direction of translation also add complexity to the translator's work.

Solving these problems and optimizing the interpreter's work is largely

related to two factors - the interpreter's speech-language training and his or
her technical background.

The second chapter investigates different models of interpreting and the

structure of the simultaneous interpreter's work and the necessity for
practical interpreting work. The methodological principles of speech activity
and initial theoretical ideas about speech processes are analyzed.
Thus, the existing complex and probabilistic-predictive models have
significant differences. The complex model consists of the process of
orientation in the source text, the process of searching for and making a
translation decision, and the process of implementing the translation action.
This requires a great deal of abstraction from minor irrelevant issues and a
focus on major patterns. The essence of the probabilistic predictive model
comes down to the fact that during the process of listening to the speech
the translator's brain puts forward hypotheses about one or another
semantic or verbal development or completion of the author. The second
model is preferred to work if there is a high redundancy of the message,
this increases the likelihood of correct prediction at each of the led levels.
The converse is also true: the greater the information density of a
message, the lower the probability of correctly predicting its development.
To summarise the issue considered, we can say that the application of the
first or second model, as simplification and schematisation techniques
facilitate the activity, depends on the interpreter of the interpreter, who
makes this decision depending on the redundancy of the message, the
pace of the burning speaker, etc.

The third chapter analyses and defines the learning objectives and the pool
of trainees for simultaneous interpreting. Types of exercises are identified
as well as the principles of their system, which enable the acquisition and
enhancement of simultaneous interpreting skills.

While the availability of equipment directly depends on the development of

world-class interpretation technology and high technology and is an
objective factor, the linguistic training of the simultaneous interpreter
determines the success of the interpreter. Specialized exercises and
training sessions help the interpreter to acquire skills and abilities in speed
translation, finding and using syntactic and lexical equivalents of the
speaker's speech, speech compression, etc.

In the light of the above, the ultimate aim of simultaneous interpreting

training can be formulated as follows: development of perceptual, mnemic,
and other abilities necessary for mastering the skills and abilities of
simultaneous interpretation; restructuring of speech and interpretation skills
and abilities, formation of the ability to perform translation operations and
activities at high tempo and in a specific combination, characteristic of
simultaneous interpreting.
The content of simultaneous interpreting training has a structure that is
isomorphic to the structure of the learning objective, i.e. each component of
the training content reveals the scope and nature of knowledge, skills and
abilities that correspond to the realization of a particular learning objective.

The structure of teaching includes preparatory exercises (checking and

activating equipment, listening to and repeating the source text etc.),
training exercises (simultaneous reading of the pre-translated text,
simultaneous interpretation from the sheet, simultaneous hearing
interpretation) and then the final cycle of training - practice of simultaneous
interpretation that corresponds to the real environment.

Therefore, the specific nature of simultaneous interpretation described in

this course work shows that while it has notable advantages, namely the
time and cost savings associated with interpretation at international forums
and conferences where the number of working languages exceeds two, it
does present some problems for the simultaneous interpreter.

The importance of simultaneous interpretation in international

communication cannot be overstated. It is the pinnacle of the evolution of
interpreting and shapes the future development of the science of
translation. Its application in daily interpreter activity in world practice helps
to solve the problem of accurate interpretation at various international
forums and conferences, and also gives practical material for research and
development of translation theory, helps to develop general principles and
features of the construction of private and special theories of translation for
various language combinations. It reveals the impact of pragmatic and
sociolinguistic factors on the translation process.

In conclusion, we can state that the goals and objectives of this course
work have been achieved and fulfilled. The material has been researched,
compared and analyzed. Conclusions have been drawn from each of the
issues studied.

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