- The authors:
Dmitry V. Balaganov
- Pages: 719-737
- Section: FORMATION OF DISCURSIVE SOCIO-CULTURAL COMPETENCE OF FUTURE TRANSLATORS AND INTERPRETERS IN LANGUAGE TRAINING PROCESS
- URL: http://conferences-ifl.rudn.ru/ru/2686-8199-2019-6-719-737/
- DOI: 10.22363/2686-8199-2019-6-719-737
Abstract. Simultaneous interpretation is nowadays getting more
and more topical as it helps save considerable time resources and
provides for more issues to be settled in the given time. Therefore, the problem of teaching this type of interpretation is given
serious focus both in Russia and abroad.
Simultaneous interpretation goes back in history to the Nuremberg trial over Nazi war criminals, where this type of interpretation was first widely utilized. Consequently, with the infrastructure of international organizations emerging rapidly, first of all,
that of the UN followed by the OSCE, consecutive interpretation
was replaced by simultaneous interpretation as the latter provided for less time to be spent on discussing and/or agreeing an issue. Furthermore, this reason was taken by the international
business community to introduce the simultaneous interpretation
into the setup of their international activities.
In our current intervention, we have embarked on analyzing the
approaches used by the leading educational establishments in
Western Europe and the Russian Federation in the issues related
to teaching simultaneous interpretation. In our speech, we provide a certain historical excursion into the problem of simultaneous interpretation culminating with some approaches towards its
teaching in various simultaneous interpretation schools.
Theaim of our research was to review the material, available
both in hard copy and online, that reflects the history of how
both the simultaneous interpretation itself and the methodology
of its teaching emerged.
The topicalityof the research is substantiated by the demand of
both simultaneous interpreters and methodology to teach this
type of interpretation in certain academic conditions.
The novelty of this research consists in attempting to analyze,
for the first time in many years, the approaches towards teaching
simultaneous interpretation in Russia and abroad.
As a result of our review, we have come to a conclusion that the
approaches towards teaching simultaneous interpretation in Russia and abroad differ. Nevertheless, it is noteworthy that the Russian academic establishment has been trying to use the best practices offered by both Russian and foreign methodologists in this
Keywords: simultaneous interpretation, approaches towards
teaching, simultaneous interpretation schools
Dmitry V. Balaganov
Military University of the Ministry of Defence
of the Russian Federation
ORCID iD: 0000-0001-6021-0323
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