Simultaneous Interpreter as a Speaker

2020

The article considers the issues of improving the training of future interpreters in the aspect of the formation of the corresponding simultaneous translation competencies taking into account the possibilities of using modern tools. A comparative analysis of traditional and modern simultaneous translation technologies has been carried out. It focuses on the advantages of Remote Simultaneous Interpreting (RSI) and Computer-assisted interpreting (СAI) tools for simultaneous interpretation, and the feasibility of studying them is substantiated. The factors limiting their application are considered, and the elements of educational technologies aimed at their elimination are proposed. A scheme for the practical training of interpreters in the conditions of a simultaneous translation laboratory is developed, in which the conditions for simultaneous translation are modeled within the framework of various formats of interpersonal foreign language communication. The motivation of students to...

2020

Simultaneous interpreting is an interpreting mode which occurs simultaneously between the interpreter and the speaker. This paper discusses simultaneous interpreting and the strategies used in simultaneous interpreting. Simultaneous interpreting gives more challenges for the interpreter since the interpreter has to translate orally what has been said within the time allowed by the speed of the speaker. Thus, it is more complicated and needs more attention to the output and active language skills.

Hanna, S.; El-Farahaty, H.; & Khalifa, AW. (eds). The Routledge handbook of Arabic translation (350-365). New York: Routledge., 2020

Many reasons have boosted the demand for Arabic-Spanish Simultaneous Interpreting (SI), among others the political and economic interdependence and the social and cultural relations between the Arab and the Spanish-speaking world, as well as the growing interest in the contemporary Arabic world for strategic and geopolitical reasons. Meetings, symposia, bilateral and multilateral conferences have proliferated from the second half of the twentieth century. In addition, Arabic and Spanish are official languages at international organizations like the United Nations or the African Union, and they are present in the private international market of SI. The introduction of Arabic as a B language in the Faculty of Translation and Interpreting of the University of Granada in 2002 was a response to this situation. Prior to that there was no possibility of university training in Arabic-Spanish interpreting. The following is a synthesis of our PhD thesis, defended in March 2015 (Mahyub Rayaa 2015), and presents the results of an exploratory investigation aimed at obtaining quantitative and qualitative empirical data contributing to a better understanding of Arabic-Spanish SI training and professional market. The data come from three surveys conducted (45 questions in each) on teachers (7) and students (43) of SI at the University of Granada and to professional Arabic conference interpreters (16) based in Spain. The response rate is 84% of all those surveyed in Arabic-Spanish. The main results indicate (i) a marked impact of asymmetry between Arabic and Spanish covering the linguistic and sociocultural factors; (ii) the lack of a specific didactic approach to address the peculiarities of the Arabic language (standard/dialectal Arabic, accents, cultural concepts and specialized terminology, etc.), and (iii) the absence of methodological strategies to address the asymmetry between Arabic and Spanish in SI training and professional practice. These flaws have a clear impact and raise numerous conflicts that both teachers and interpreters should address. Previous literature for other language combinations including Arabic and Indo-European pointed to very similar conclusions (Hassan 2009 for AR-FR, and Khogali 2012 for AR-EN, i.a.).

Academic Journal of Nawroz University

Simultaneous Interpreting (SI henceforth) is a mode of oral translation which plays an important role in the realm of translation. SI is unlike written translation where the prior is more difficult when it comes to practice in the field. Moreover, SI is an exclusive skill which requires more than an ability to speak many languages. It is a process that leads people to communicate directly across cultural boundaries. The key problem is how to mitigate or overcome SI obstacles. This problematic area is going to be investigated in this study. The main aim of this study is to highlight the key challenges and problems facing the process of teaching and learning SI, then to find out strategies to address all the challenges of teaching and learning SI that instructors and students are currently facing. This study hypothesizes that having neither facilities nor well-trained teachers pose problems for teaching and learning SI at the Departments of Translation; students are troubled by learni...

paper, 2023

This paper deals with simultaneous interpreting as a demanding cognitive task that involves various cognitive processes under severe time pressure; it is considered one of the most stressful tasks which causes heavy cognitive load on interpreters. Stress in interpreting refers to those responses that have emotional and harmful effects which occur when the requirements of the task are more than interpreter’s available resources. Interpreters experience different types of stress during Simultaneous Interpretation (SI) such as environmental, i.e. temperature, humidity and air quality as well as Psychological stress affected by personal factors such as self-confidence and the situation judgment way. The study aims at investigating stress experienced by professional and student interpreters during English-Arabic-English SI. It is hypothesized that the more professional the interpreter is, the more able s/he is to successfully cope with this stress by utilizing some stress coping strategies. In order to investigate the impact of stress on the interpreter’s performance when rendering simultaneously and to study interpreters’ awareness of stress, 40 student and 3 professional interpreters are chosen to participate in English-Arabic-English interpreting tasks. The study concludes that both groups experienced stress in this dual task. However, students’ stress has negative effects on their performance and on the interpreting process when they resorted to pause and omit the SL segments. On the other hand, professionals’ stress motivated them to search and apply stress coping strategies such as inferring the meaning of the source message and generalization.

AWEJ for Translation & Literary Studies, 2025

The paper examines the challenges and difficulties undergraduate students face in simultaneous interpreting and how these can be effectively addressed through training. The study aims to explore students' perceptions of the obstacles encountered during simultaneous interpreting and develop a structured training program informed by their feedback. The methodology employed in this study involved a structured questionnaire designed to assess the perceptions of student interpreters regarding the challenges they face in simultaneous interpreting. Data analysis included calculating means and standard deviation for each item, revealing that participants recognized the complexity of simultaneous interpreting. The study suggested a training program based on trainees' feedback to improve their knowledge and procedural competence to overcome these challenges and difficulties in practicing simultaneous interpreting professionally. After identifying the specific obstacles student interpreters perceive, the study suggested training programs through corrective exercises and tasks based on these findings to improve trainees' competence and performance in simultaneous interpreting. The structured training program should be followed to enhance trainees' linguistic and cognitive competence, cultural proficiency, and interpreting skills. The results highlight that while students acknowledge the existence of significant challenges, they collectively reject the notion that these challenges can be easily overcome. The results imply that a structured training program is needed for the trainees to overcome the obstacles they face in simultaneous interpreting. The training program includes the structural and cultural differences between English and Arabic. The significance of the study lies in its practical contribution to interpreter education by addressing real-world difficulties identified by trainees and offering corrective exercises and targeted tasks. This approach ensures that training aligns with students' needs and equips them with the procedural competence necessary for professional simultaneous interpreting.

Cihan University-Erbil journal of Humanities and Social Sciences (CUEJHSS), 2023

The present study is a survey that explores the difficulties of simultaneous interpreting (SI) for translation students. The survey addressed senior translation students in the Kurdistan Region, asking them about the troubles of SI from English into Kurdish or Arabic in the classrooms. Relying on the available models in interpreting studies, this study aims to assess difficulties in SI from the linguistic, cultural, cognitive, interactional, and translational aspects. For this purpose, a questionnaire has been designed and distributed among translation students, covering the issues relevant to the cited dimensions. Sixty respondents participated in the survey, whose responses were statistically analyzed and discussed. The results reveal that cognitive issues such as comprehending fast speaking, concentration, memorization, controlling stress, encyclopedic knowledge, and strategic thinking make the highest degree of difficulty (22%) for students. In sum, working on all aspects of SI should be emphasized by interpreting teachers in the classroom to pave the way for developing students' skills and abilities in these respects.

The concept of competence in Translation Studies came to the fore in the 1990s although the first proposals were put forward in early 1970s.This term became so important that many universities around the world offering Translation/Interpreting programs tried to develop their curricula accordingly, a move forward that is still going on globally. However, what has been rather under-researched is the concept of Simultaneous Interpreting Competence. As a narrow part of a doctoral dissertation, the present study tried to develop an Interpreting Competence Model and apply it to professional simultaneous interpreters in Iran. To this end, the study included a conceptual and an empirical phase. In the conceptual phase, different translation competence models from the 1970s up to the present were compared and a Translation Competence Model was designed. Similarly, different interpreting competence models from 1930 up to the present were analyzed and an Interpreting Competence Model was developed. The conceptual phase concluded with the common and distinct competences required for professional translators and interpreters. In the empirical phase, the Simultaneous Interpreting Competence Model developed in the conceptual phase was applied to professional Interpreters. The case study included simultaneous interpreters from two Iranian news channels, PRESS TV and IRINN. The findings indicated that Iranian interpreters were lagging behind in certain sub-competences.

Widya Accarya, 2017

Language interpreting is the intellectual activity of facilitating oral and sign language communication, either simultaneously or consecutively, between two or more users of different languages. The process of interpreting involves attending the message, concentrating on the task at hand, remembering the message, comprehend the meaning of the message, analyzing the meaning for the message, and visualizing the message non-verbally in which finally reformulating the message in the target language. The aim of this research is to analyze the process of conveying message from the speaker to the hearer in consecutive interpreting at SMK Dwijendra. This is a qualitative type of research. The collected data was presented in descriptive narrative explanatory. As the results, the interpreter at SMK Dwijendra had understood the system in conducting consecutive interpreting. She applied the note taking technique during the interpreting process. Even though, her facial expression while conducting note taking expressed her confusion in finding the equivalent interpretation. Because of repetition, she could keep on track and did not out of frame in interpreting the speaker's utterances as she was confused to organized the speaker's utterances systematically as opening, main or conclusion statement and frequently loss the information.

World Journal of English Language

Interpreting is the profession that facilitates communication in conferences. Its acquisition necessitates high training. Yet, in undergraduate studies, training is considered a prerequisite to further courses. The objective of the present study is to show the methods used in training interpreters, regardless of their academic level. The study develops the types and modes of interpreting and their ability to shift from type to modality or vis-à-vis the interpreter and the operational status, such as being 'retour' or 'cheval' interpreter. The academic programs must consider this changing ability and prepare the interpreters for them. The discussion progresses by looking at the interpreting processes and techniques. It also aims to clarify interpreting methods and types and their link to training status; examples of Qassim University (QU) training sessions will be given. The contrast between modes and types reveals the challenges and their changing ability, which is t...