=Paper=
{{Paper
|id=Vol-2740/20200188
|storemode=property
|title=Using Modern Simultaneous Interpretation Tools in the Training of
Interpreters at Universities
|pdfUrl=https://ceur-ws.org/Vol-2740/20200188.pdf
|volume=Vol-2740
|authors=Svitlana Amelina,Rostyslav Tarasenko
|dblpUrl=https://dblp.org/rec/conf/icteri/AmelinaT20
}}
==Using Modern Simultaneous Interpretation Tools in the Training of
Interpreters at Universities==
https://ceur-ws.org/Vol-2740/20200188.pdf
Using Modern Simultaneous Interpretation Tools in the
Training of Interpreters at Universities
Svitlana Amelina 1[0000-0002-6008-3122] and Rostyslav Tarasenko 1[0000-0001-6258-2921]
1 National University of Life and Environmental Sciences of Ukraine, 15, Heroiv
Oborony Street, Kyiv, 03041 Ukraine
svetlanaamelina@ukr.net
r_tar@nubip.edu.ua
Abstract. The article considers the issues of improving the training of future in-
terpreters in the aspect of the formation of the corresponding simultaneous trans-
lation competencies taking into account the possibilities of using modern tools.
A comparative analysis of traditional and modern simultaneous translation tech-
nologies has been carried out. It focuses on the advantages of Remote Simulta-
neous Interpreting (RSI) and Computer-assisted interpreting (СAI) tools for sim-
ultaneous 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 com-
munication. The motivation of students to study modern simultaneous translation
tools was diagnosed. Changes to the content of professionally oriented disciplines
of the curriculum for the training of interpreters are proposed, in the aspect of
introducing the theoretical and practical component of mastering modern simul-
taneous translation tools.
Keywords: Simultaneous Interpretation Tools, Remote Simultaneous Interpret-
ing, Computer-assisted Interpreting, Training of Interpreters.
1 Introduction
1.1 The problem statement
The professional training of translators and interpreters in modern conditions implies
the formation of a set of competences that will allow you to perform professional tasks
in the field of scientific and technical translation and translation of conferences. The
EMT Competence Framework [1] defines the list of such competences. Particular at-
tention is paid to technological competence, which involves mastering modern technol-
ogies and tools when performing translation activities. However, it should be noted that
the content of this competence is concentrated mainly on the technological level of
translation [1, p.9]. Moreover, this is not surprising, as there are two major technologies
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
used today in the field, automated and machine translation, which are being developed
in parallel and there are many tools to implement them. With regard to interpreting,
including simultaneous interpreting, the content of technological competence does not
in fact regulate specific knowledge and skills, especially in terms of the use of modern
IT-based tools and technologies. This is because simultaneous interpretation is tradi-
tionally understood as a type of activity, the key aspect of which is language profi-
ciency, the ability to simultaneously perceive speech and produce its translation, using
technical means for receiving and reproducing an acoustic signal.
The main purpose of the article is to investigate the possibilities of introducing the
study of modern simultaneous interpreting tools into translators' training programs at
universities, taking into account traditional and modern simultaneous interpreting tech-
nologies. It will allow to develop the scheme of practical training of translators in the
laboratory of simultaneous interpreting, which simulated the conditions of simultane-
ous interpreting within different formats of interpersonal foreign language communi-
cation. The hypothesis of our study was as follows: Do students support the introduc-
tion of new simultaneous interpretation technologies in their training program?
To achieve this purpose, a number of methods are used. We used comparative anal-
ysis to compare the traditional and modern simultaneous interpreting technologies.
Modeling has become a means for reproduction of real-world conditions and situations
of simultaneous interpreting in the educational process. Questioning provided inter-
viewing students to obtain information about their attitude to the problem of research
and motivation to study of modern tools of simultaneous interpreting. The generaliza-
tion included formulation of conclusions, suggestions, and recommendations based on
the data of the conducted research.
1.2 Literature Review
Scientists traditionally believe that the effectiveness of simultaneous translation is in-
fluenced by both language knowledge and knowledge of non-linguistic factors, namely
non-verbal expressions and gestures that can be observed by the translator during a
translation session. E. Conway is of the opinion that the use of a computer in the sim-
ultaneous interpreter's booth during the traditional simultaneous interpretation process
is limited. Since simultaneous interpreters are mostly underutilized during their simul-
taneous interpreting with their capacities for listening, understanding, buffering, pro-
ducing, checking and coordinating all activities, the computer can only be used to a
limited extent during the interpreting [2].
However, in recent years, new technologies have been intensely integrated into the
work of simultaneous interpreters, with increasing attention from foreign scientists.
C. Silva provides a basic overview of webcast interpreting, noting, "The most webcast
interpreting events today take advantage of audio and video technologies, allowing in-
terpreters to take in as many audio and visual cues as possible" [3]. The researcher
believes that one of the important advantages of webcast interpreting is the ability to
obtain visual information, in particular, to observe the body language of the speaker,
which helps to improve interpretation.
The most common modern simultaneous interpreting technologies include Remote
Simultaneous Interpreting (RSI) and Computer-assisted interpreting (CAI).
K. Ziegler and S. Gigliobianco emphasize the importance of new technological ap-
proaches to remote simultaneous conference interpreting [4]. M. Dziabala points out
that the "true" remote interpreting (RI) is defined in the ISO standard 20108, namely as
interpreting of a speaker in a different location from that of the interpreter, enabled by
information and communications technology. With the RI or RSI, it is not just a matter
of the spatial separation of the speaker and the interpreter, but also of the fact that in-
formation technologies are used. The spoken word, the video recordings of current
events and possibly other video material of the customer are forwarded to the interpret-
ers via an internal server system or a cloud-based solution. Interpreting reaches the au-
dience in the same way [5].
H. Pielmeier defines three modules of the nascent CAI category provided for helping
interpreters: prepare for interpreting assignments, assist during the delivery of inter-
preting assignments, and support processing post-assignment information [6]. How-
ever, despite the large offer of various translation and interpreting software products,
including simultaneous interpreting, virtually all of them focus primarily on supporting
the interpreting preparation process. In particular, there are a number of computer pro-
grams that can be used to list terminology and subsequently search for it during inter-
preting. However, as noted by P. Sand, most professional programs designed for trans-
lators are too complex and detailed to use in interpreter's booth. Instead, the researcher
proposes to use the Interplex program, which includes searching in many glossaries,
emphasizing the speed of the search [7].
Given the rapid spread of new simultaneous interpreting technologies, it is worth-
while to prepare translators for their application while studying at the university. Some
foreign scientists have already made such attempts. For example, B. Prandi conducted
a pilot project at the University of Bologna on the Use of CAI Tools in Interpreters'
Training. The study suggested that: "There is reason to believe that the tool will be a
useful addition to the curriculum of trainee interpreters, yet more empirical studies are
needed to test and possibly improve the way it can be integrated with current interpreter
training approaches" [8, p.56]. We also offer the use of cloud-based translation systems
in the process of teaching translators at universities [9].
Such studies have not yet been conducted in Ukrainian universities, so we consider
it expedient to explore the possibility of introducing the study of systems and tools of
simultaneous interpretation into curricula for translators.
2 Result and Discussion
2.1 Comparison of traditional and latest simultaneous interpretation
technologies
Traditional simultaneous interpretation technology involves the transmission of the
content of a speaker to a foreign language audience of the target language where the
interpreter acts as an intermediary. All participants in this process are simultaneously
within the same premises. To organize the interaction between them it is necessary to
have a complex of specialized equipment. The main attention is paid to the activities of
the interpreter, and therefore to the creation of appropriate conditions for his work.
First, this involves having an isolated workplace in the form of a special booth, receiv-
ing high-quality audio and video from the speaker's workplace, conveniently managing
the content channel in the target language, providing speaker and target audience ob-
servation, and more. The importance of an approach to organizing an interpreter's work
is evidenced by a number of updated international standards that govern a significant
number of requirements and parameters for such work. In particular, these are ISO
2603: 2016 "Simultaneous interpreting – Permanent booths – Requirements" [10], ISO
4043: 2016 "Simultaneous interpreting – Mobile booths – Requirements" [11], ISO
20108: 2017 "Simultaneous interpreting – Quality and transmission of sound and image
input – Requirements" [12], ISO 20109: 2016 "Simultaneous interpreting – Equipment
– Requirements" [13].
An integral part of the traditional simultaneous interpretation technology is the lis-
tener's equipment for receiving translation in the target language. Typically, infrared
receivers equipped with headphones are used as such equipment. In this case, the audio
signal from the interpreter’s booth is fed to an infrared emitter, which ensures its trans-
mission to any point in the room to be received by a participant who needs foreign
language content and uses the corresponding receiver.
However, despite the widespread use of the traditional simultaneous interpretation
technology, there are a number of new technologies and tools available today that allow
for qualitative changes both in the organization of this type of translation activity and
in the activity of the interpreter in terms of her/his information support. Of course, first,
such technologies are based on the use of Internet services, cloud platforms and spe-
cialized software products.
RSI is one of the technologies that can change the way an interpreter interacts with
a speaker and a foreign target audience. Its peculiarity is that interpreters can perform
simultaneous interpretation while outside the event. In this case, using a special cloud
platform, the interpreter receives, through the network, high-quality audio output and
video from the report site, which are played respectively by the speaker system and on
the monitor screen. For example, laptops, Wi-Fi internet, a headset, and built-in laptops
can be used as technical support. The performed interpretation, in turn, is transmitted
by the network means to the receivers, which are connected to the same platform and
are in the target language consumers. As receivers can be used smartphones that are
connected to the Internet and have a software application that provides access to the
appropriate platform.
RSI technology enables simultaneous interpretation to be organized at events of var-
ious formats, including Conferences, Panel discussions, Online meetings and webinars,
Seminars, Small meetings and so on. Despite the fact that such technology actually
emerged only a few years ago, its popularity is growing rapidly. This is evidenced by
data on the increase in the financial turnover of language companies, the development
of new platforms, including start-ups. It is also significant that RSI technology has at-
tracted the attention of the European Commission's Directorate-General for Translation
(DG SCIC), which, based on the results of the testing, recommended the use of a remote
translation platform when providing simultaneous interpretation services. In addition,
the potentialities and benefits of this technology led to the launch of the ISO Working
Group on the development of specific standards for its application [14].
The use of such simultaneous translation technology has several significant ad-
vantages over traditional, in particular:
– reduction of costs for the organization and provision of simultaneous interpreta-
tion (there is no need to pay the rent of expensive equipment to ensure the work of
interpreters, devices for listeners, as well as travel and accommodation of interpreters),
– increasing the mobility of events organization (the opportunity to organize an
event with the offer of interpretation into several languages in the shortest possible time
due to the absence of the need to find interpreters at the venue and search, rent and
transport equipment),
– ensuring a high level of translation (achieved through the possibility of attracting
highly qualified translators, who can be anywhere in the world),
– greater availability of equipment (own PCs and mobile devices are used),
– expansion of the event audience (more listeners in the hall are covered by the use
of their own devices and by remote connection of participants),
– possibility of holding an event in places with limited communication (ensuring
the involvement of interpreters and part of the participants without their presence).
Despite the innovative nature of this technology there are a number of risks that
may limit its application. These include:
– technical failure,
– quality of communication impaired,
– RSI deployed in unsuitable settings [15].
As noted, this technology is primarily based on the use of a specialized platform.
Among the platforms currently used to implement this technology, we should mention
Interprefy, KUDO, Interactio, VoiceBoxer, Tolkvox, Speakus. Some of these platforms
can also integrate with teleconferencing products such as Skype, WebEx, and Zoom.
Innovative technologies in simultaneous interpretation should also include the use
of САІ in this process. Such systems are currently implemented in the form of special-
ized software and are aimed at providing lexical and terminological support for inter-
preters at various stages of simultaneous interpretation. In particular, systems such as
InterpretBank, Interplex, Interpreters' Help, Intragloss, LookUp, etc. are widely used
today. Their main advantage is providing real-time access to terminology databases.
When a term request is made, the system automatically analyzes its presence in the
connected databases and offers matching options in the specified target language, dis-
playing the results on the monitor screen. In this way, the interpreter is able to receive
support in the form of a visual representation of the translation of a term. However, a
major problem with the implementation of such systems is the need for the interpreter
to manually enter a term or part of it. It takes a considerable amount of time and distracts
the interpreter from searching for terminological data at a time when it requires con-
centration and rapid perception of information [16].
As a major step towards addressing this shortcoming, САІ systems are offered in
conjunction with Automatic Speech Recognition (ASR) as a form of query automation
technology. In this case, the ASR can be an effective tool not only for identifying terms
in the original language and for automating the process of querying them in termino-
logical databases without the assistance of an interpreter. It can also help to expand the
range of possible functions, in particular, facilitating the processing and interpretation
of such data as numbers, abbreviations, acronyms, proper names, and more. However,
to be successfully integrated into the interpreter's work environment, ASR systems, like
CAI, must meet a number of criteria. For example, ASRs should be independent of the
speaker's speech features, have a short reaction time, and ensure the accuracy of recog-
nition of specialized vocabulary [16]. Systems such as Dragon Naturally Speaking,
Bing Speech APIs and others can be used to provide automatic language recognition
features in the implementation of simultaneous interpretation technologies.
2.2 Development of a special laboratory for the study of simultaneous
interpretation technologies
The urgent requirement of time is to include in the content of training translators the
study of latest technologies, in order to form readiness for their use in the process of
professional activity in the simultaneous interpretation. The practical implementation
of this goal is advisable to carry out in a specialized laboratory. Training workplaces in
such a laboratory should ensure that the various roles of participants in the event where
simultaneous interpretation is provided are fulfilled. It should be envisaged to simulate
the implementation of such an event using the above mentioned technologies, both in-
dividually and in combination. Our scheme of such specialized laboratory of simulta-
neous interpretation is developed in Figure 1.
Infrared radiator Wi-Fi
Software for
RSI, ASR, САІ
Infrared receiver Smartphone
Speaker system Interpreter
Speaker
Equipment block
Internet
Fig. 1. Scheme of a specialized laboratory for simultaneous interpretation.
Workplace 1 is designed to develop the speaker's skills in a foreign language, the loca-
tion of which may be behind a rostrum with a stationary microphone, or within any
point of the front zone using a radio microphone. This workplace involves developing
a student's foreign language skills, articulating, pausing, and intonation of speech. How-
ever, the main task of the student in this workplace is to imitate her/his report, depend-
ing on the task of the teacher: at different rates, with different intonation, using non-
verbal means, with presentation, etc. All of this is aimed at modeling real-life situations
for a student who is working on an interpreter function. Also important here is the re-
production of the speaker's functions in situations where the visual perception of the
interpreter occurs through the monitor screen during the video broadcast of the speech.
At the same time, working on this training workplace helps to prepare the student
for understanding the possible nuances of the speaker's behavior and the peculiarities
of their speech. The equipment of this location includes a microphone and camcorder,
which will generate the audio signal of the original speech and video signal of the
speaker's seat. These devices shall be capable of transmitting these signals both to the
desk of interpreter in the booth using traditional fixed equipment and to the cloud plat-
form using the Internet.
Workplace 2 is designed to work as an interpreter. The peculiarity of this workplace
is that it is organized within a permanent interpreter's booth, which must comply with
ISO 2603: 2016 [9]. Depending on the subject of the classes, the student develops the
skills of simultaneous translation with the use of different technologies. In particular,
in the case of traditional technology, the work of the student in the laboratory at this
place should be aimed at acquiring technical skills of working with the desk of inter-
preter, the skills of simultaneous interpretation with the perception of speech through
headphones and reliance on the visual perception of the speaker, adaptation to the con-
ditions of work in a confined space.
If the task of the laboratory work is to perform simultaneous using Remote Simulta-
neous Interpreting technology, then the preparation of this workplace requires changes
in the equipment and organization of work. In particular, a laptop with the feasibility to
connect via a high-speed network channel to a cloud-based remote interpretation plat-
form should be used as the primary equipment. An integral part of the kit in this case is
also the headset. Organizational training activities should ensure that the workplace of
the interpreter is visually isolated from the audience. Visual isolation is created to sim-
ulate the placement of an interpreter outside of a simultaneous interpretation event. Un-
der these conditions, the skills of remote simultaneous interpretation are honed, namely
the skills of working with a cloud-based remote interpretation platform, the skill of
simultaneous interpretation with the reception of audio signal broadcasting over the
Internet and its perception through headphones and reliance on the video presentation
of the speaker on the screen.
In the framework of a separate laboratory work, the traditional scheme of interaction
of the main participants of the process should be implemented in order to perfect the
skills of simultaneous interpretation using Computer-assisted interpreting technology.
As a technical equipment, it is necessary to use both a permanent interpreter's desk with
connected headphones and a laptop with the Computer-assisted interpreting system in-
stalled. This system with terminology bases connected provides terminological support
for the synchronous translation process. However, the use of this system requires a sep-
arate set of skills. The purpose of the student's work at this workplace is to form them.
In particular, skills of launching the САІ system and its integration into the interpreter's
working environment, connection of specially prepared terminological bases, interpre-
tation with terminological support by means of САІ, etc. are formed. In addition, the
technical skills of interpreter control are improved, the skills of foreign language per-
ception through headphones for the purpose of simultaneous interpretation, the ability
to divide attention between hearing, speaking and searching and use of the САІ help
resource.
To improve computer-assisted interpreting skills using the Computer-assisted inter-
preting technology, the following laboratory work is performed in the interpreter's
workplace, which additionally includes the acquisition of Automatic Speech Recogni-
tion. The peculiarity of this work is to strengthen the role of the САІ system during
simultaneous interpretation and to increase its level of use. It is achieved by using the
ASR system by converting the speaker's oral speech into a symbolic representation of
the text. This, in turn, automates the process of identifying terms in a report and finding
their matches in databases by displaying results in the structure of the CAI window. It
also individually visualizes the numerical data and proper names used by the speaker,
which eliminates the need for the interpreter to memorize them. In addition, although
the consistent presentation of content as it is reported in symbolic representation by the
means of the CAI interface does not provide instantaneous receipt of complete content;
however, it significantly increases the effectiveness of its perception. Thus, performing
this lab work, the future interpreter will first acquire the skills of working with the CAI
system in conjunction with the ASR system. He develops skills of simultaneous inter-
pretation with the ability to perceive from the monitor screen in the interface of CAI
the numerical, terminological and full text information of the speech received by the
means of ASR and with the support of visual observing with the speaker and the audi-
ence.
The components of the general scheme of laboratory work on the development of
different technologies of simultaneous interpretation are workplaces 3 and 4, which are
designed to simulate the role of listeners. The importance of these jobs in the scheme
of each lab work is first and foremost due to the fact that the translator, in addition to
the essence of the interpretation process, must also understand the peculiarities of the
translation to the listener, the perception of its content and the impact on it of the indi-
vidual speaking style of the translator, etc. In addition, student engagement in the work-
place facilitates the student's understanding of the integrity of the process of speech
production, translation, and perception.
However, the laboratory provides two types of listener workplaces that differ in tech-
nical equipment and range of tasks performed, depending on the technology being
honed. In particular, workplace 3 is designed to test RSI technology. To this end, the
student should have a smartphone and headphones, and a Wi-Fi hotspot should be func-
tioning in the lab. Smartphone features must allow to download the Cloud Remote Plat-
form (RSI) App from Google Play or the App Store. This set of hardware and software
will allow the student to connect to the channel on which the translation is broadcast in
the desired language and listen to it for further tasks. Thus, this workplace develops the
skills of using a smartphone to work with a cloud-based remote translation platform, in
particular, downloading, configuring and using it to get a translation in a specific lan-
guage to form their own opinion on the problem of the report. At the final stage of the
work, the student must express her/his opinion in the source language.
Another type of student workplace is provided under number 4, which is planned to
test three other synchronous interpretation technologies, including traditional, using the
CAI technology and using a combination of CAI and ASR. The main equipment of this
place is the infrared receiver, which should include headphones. The operation of this
equipment necessarily requires the presence of infrared emitters, which must be able to
transmit the signal to the listening devices. When mastering any of these three technol-
ogies in this workplace, the primary goal is to develop the student's skills in using the
appropriate equipment to listen to the translation in the desired language; active listen-
ing, which may be accompanied by a record of key terms on the issue of the report, its
annotated content, notes to further formulate questions on the issue of the speech.
In the list of laboratory jobs, workplace number 5 is ancillary, although it is aimed
at practicing one type of interpretation ("whispered interpreting"), but is not a necessary
component in the scheme of interaction of participants of the simultaneous interpreta-
tion process by any of the above technologies and not related to the use of special equip-
ment. However, the presence of other workplaces additionally makes it possible to sim-
ulate realistic conditions for the translation of "whispered interpreting" at this work-
place.
The presence of a specialized laboratory for simultaneous interpretation, the scheme
of which is presented in Figure 1, with the above workplaces and equipment allows to
form a number of competences of the simultaneous interpreter in the process of per-
forming a complex of laboratory work. Issues of laboratory works with a focus on a
specific technology, a list of workplaces filled with the necessary equipment, the com-
ponents of competencies, on the formation of which the work of students in the speci-
fied places is oriented and the defined roles are given in Table 1.
Table 1. Structural elements complex of the process of studying simultaneous interpretation
technologies in a specialized laboratory.
Issues of la-
Work- Roles of Elements of competencies
boratory Equipment
places students that are formed
works
Foreign language skills
Radio micro- without text support; extra-
1 Speaker
phone linguistic skills; skills to
Simultaneous answer questions
interpretation
using tradi- Technical skills of working
tional technol- Permanent with the interpreter's desk;
ogy booth, interpret- simultaneous interpreting
2 Interpreter
er's desk, head- skills with headphone and
phones visual perception of
speaker and audience
Listening skills; skills in
Infrared re- formulating and asking
4 ceiver, head- Conferee questions about the issue of
phones speaking in the source lan-
guage
External speaker Translation skills of "whis-
5 Interpreter
system pered interpreting"
Microphone and Foreign language skills
webcam for sig- with regard to video broad-
naling to a cloud casting speech; skills to
1 Speaker
remote interpre- control the use of extralin-
tation (RSI) guistic means to minimize
platform them
Permanent booth
with isolation of
visual contact Skills of working with the
with the audi- cloud platform of remote
ence, high-speed translation; simultaneous
Internet access interpretation skills with re-
channel, laptop ceiving audio signal over
Simultaneous 2 Interpreter
with cloud- the Internet and receiving it
interpretation
based remote in- through headphones and re-
using Remote
terpretation lying on video images of
Simultaneous
(RSI) connec- the speaker's speech on the
Interpreting
tion and built-in monitor screen
(RSI) technol-
camcorder,
ogy
headphones
Skills of downloading a
cloud platform remote
Smartphone translation application on a
with down- smartphone; skills of set-
loadable RSI ting up an application to re-
from Google ceive translation in a spe-
3 Conferee
Play or App cific language; listening
Store, Wi Fi skills, with a brief expres-
hotspot, head- sion of the student's own
phones opinion on the problem of
reporting in the source lan-
guage
Stationary mi-
Foreign language skills
crophone on the
1 Speaker with text support; reasoning
podium, remote
skills; presentation skills
control projector
Simultaneous
Technical skills of working
interpretation Permanent
with the interpreter's desk;
using Com- booth, interpret-
computer-assisted interpret-
puter-assisted er's desk, head-
ing skills; simultaneous in-
interpreting phones, laptop
2 Interpreter terpretation skills with
(СAI) with Computer-
headphone perception, СAI
assisted inter-
terminological support, and
preting (СAI)
visual observation of the
installed
speaker and audience
Infrared re- Listening skills; annotation
4 ceiver, head- Conferee skills for summarizing the
phones content of the report
External speaker Translation skills of "whis-
5 Interpreter
system pered interpreting"
Stationary mi-
Speaking, pausing, and in-
1 crophone on the Speaker
tonation skills
podium
Technical skills of working
with the interpreter's desk;
computer-assisted interpret-
Permanent ing skills in conjunction
booth, interpret- with Automatic Speech
Simultaneous
er's desk, head- Recognition; simultaneous
interpretation
phones, laptop interpretation skills with
using Com-
with Computer- the perception of speech
puter-assisted
2 assisted inter- Interpreter through headphones, ability
interpreting
preting (CAI) to visual perception of ter-
and Automatic
and Automatic minological information
Speech Recog-
Speech Recogni- from the monitor screen in
nition (CAI,
tion (ASR) in- the interface of CAI, and of
ASR) technolo-
stalled the text in the interface of
gies
ASR and with visual obser-
vation of the speaker and
audience
Infrared re- Active listening skills with
4 ceiver, head- Conferee writing key terms of the re-
phones port
External speaker Translation skills of "whis-
5 Interpreter
system pered interpreting"
2.3 Analysis of a student survey on their motivation to study the latest
simultaneous interpretation technologies
Due to the importance of studying these simultaneous interpretation technologies, ap-
propriate changes have been made in the content of translators' training. In particular,
the module "Innovative Simultaneous Interpretation Technologies" was included in the
structure of the course "Practical Course of Interpreting and Translating". Within this
framework, the latest synchronous interpretation technologies, features of the transla-
tor's activity in terms of their application, technical equipment and software of this type
of translation, specific interaction of the main participants of the process, etc. were in-
troduced to students. An experimental study was conducted for two years. According
to the results of the module study, students were offered a questionnaire, which pro-
vided an indication of their motivation to study modern tools of simultaneous transla-
tion, level of awareness of the use of information technology in the implementation of
simultaneous interpretation. 34 students answered the questionnaire. The content of the
questions and the results of the questionnaire are shown in Table 2.
Table 2. Content of questions and results of students' questionnaire about their motivation and
awareness about the use of information technologies in simultaneous interpretation.
Answer options, %
№ Content of questions
Yes No
Do you think that in the future you will be able to work as
1 47,1 52,9
a simultaneous interpreter?
Is it necessary to change the approach to simultaneous in-
2 terpretation from the traditional one, where the translator 76,5 23,5
relies solely on their knowledge and experience?
In your opinion, will information technology help the in-
3 73,5 26,5
terpreter to translate qualitatively?
Will you use the technology modules learned in your fu-
4 67,6 32,4
ture professional career?
Do you see the prospect of implementing RSI technology
5 82,4 17,6
in simultaneous interpretation?
Does a simultaneous interpreter need terminological sup-
6 52,9 47,1
port using СAI technology?
Does the use of СAI technology require prior preparation
7 88,2 11,8
for simultaneous interpretation?
Do you think that practical training in the use of modern
8 synchronous interpretation technologies in a specialized 97,1 2,9
laboratory is appropriate?
Is the scope of the module sufficient for the study of key
9 aspects of modern synchronous interpretation technolo- 79,4 20,6
gies?
Are you ready to make additional efforts to deeper study
10 70,6 29,4
modern simultaneous interpretation technologies?
Analysing the results of the questionnaire, it can be noted that, overall, students posi-
tively assess the likelihood of their future activities as a simultaneous interpreter, as
indicated by 47.1% of respondents in the answer to the first question. Such an indicator
is quite high for this highly specialized translation activity. This has largely identified
a large number of positive options for answering the following questionnaires, includ-
ing two, three, and four.
However, the answers to the questionnaire regarding the prospects and features of
the application of specific technologies, which they were introduced to in the course of
studying the module, indicate the ambiguity of students' perceptions of their advantages
and disadvantages. In particular, students are more likely to see the use of RSI technol-
ogy than the СAI, as evidenced by the difference in the percentages of positive answers
to questions five and six. This is most likely due to the fact that CAI technology proved
to be quite difficult for them to study because it required not only simultaneous con-
centration on several aspects of the simultaneous interpretation process, but also prep-
aration of the system for its use, as noted by students in answer to questions seven.
Of course, the answers to question eight were logical, since confidence in the use of
the latest simultaneous interpretation technologies can only be obtained through suffi-
cient practical training in their application, which can only be achieved in a specialized
laboratory. A high percentage of positive answers to question nine (79.4%) indicates
that the content of the module is quite successful. However, this number may be some-
what biased, as students do not yet have any experience in simultaneous interpretation,
and thus it is difficult for them to evaluate the required amount of study material. Un-
expectedly high was the number of negative answers to question ten (29.4%), probably
because students overestimated their level of readiness to use the latest technologies in
the implementation of simultaneous interpretation after studying the module.
3 Conclusions
Given the rapid expansion of the use of modern information technologies in the field
of simultaneous interpretation, it is advisable to make appropriate changes to the pro-
fessional training of translators. In particular, this can be done by introducing the mod-
ule "Innovative Synchronous Translation Technologies", which should include the
study of Remote Simultaneous Interpreting and Computer-Assisted Interpreting. The
study of these technologies is possible through the creation of a specialized laboratory
for simultaneous interpretation with the appropriate set of technical equipment and soft-
ware. Conducting a complex of laboratory work in such a laboratory should ensure the
formation of a number of skills necessary for the professional work of a modern simul-
taneous interpreter. To this purpose, we developed a scheme for such a laboratory for
its implementation in the educational process of training interpreters and tested it. In
particular, these are the skills of working with a cloud-based remote translation plat-
form; synchronous interpretation skills with the reception of audio signal broadcasting
over the Internet and its perception through headphones and reliance on the video image
of the speaker's speech on the monitor screen; technical skills of working with the in-
terpreter's desk; computer-assisted interpreting skills in conjunction with Automatic
Speech Recognition; simultaneous interpretation skills with the perception of speech
through headphones, ability to visual perception of terminological information from the
monitor screen in the interface of CAI, and of the text in the interface of ASR and with
visual observation of the speaker and audience.
The conducted questionnaire of students has shown their interest in the future em-
ployment in the field of simultaneous interpretation, understanding of prospects of ap-
plication of modern technologies of simultaneous interpretation, desire to study them
and readiness to make additional efforts for this study.
Further scientific research may be related to the improvement of the methodology
for the comprehensive study of the latest technologies and simultaneous translation
tools during university training of translators. Another area of research may be the op-
timization of the list of software products within technologies on which it is advisable
to base their study. It is also important to investigate students' motivation to study the
latest simultaneous translation technologies.
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