In this section, I will focus on the difficulties of simultaneous interpreting. As mentioned in Gile’s Effort Model, each Effort demands resources to work properly

Complex noun phrases. Complex noun phrases (NPs) are common in English but exist in every language in the world and generally consist of a head, normally a noun, and of elements that determine and optionally modify the head or complement another element of the phrase. Here are some examples: (1) expensive houses (modifier + head) (2) houses downtown (head + modifier) (3) expensive houses downtown (modifier + noun + modifier) Complex noun phrases can be potentially difficult for interpreters in simultaneous interpreting (Barbafina, 2003; Ghiselli, 2018) as a series of words that go together can overload the interpreter’s working memory. Ghiselli’s study (2018), based on professional conference interpreting data, shows that the most common interpreting strategies to cope with complex NPs are complete and correct translations and generalisations. Therefore, the translation of complex noun phrases is challenging and special attention in training and practice of simultaneous interpreting is recommended. For example, the control of Ear-Voice-Span (EVS) is a crucial issue (Ghiselli, 2018). Van Dam (1989) describes a set of beginner exercises which include distance exercises to avoid tailgating the speaker and keeping the optimum start-up distance, which corresponds to approximately one meaning unit behind the speaker at the beginning of each new sentence. EVS has to vary during the task and a balance should be found between understanding the message before speaking and not overloading working memory. Another strategy that might be useful in the case of complex noun phrases is compression or condensing (Bartlomiejczyk, 2006; Kader & Seubert, 2015). Compression means summarizing a longer fragment with a shorter phrase, which is supposed to convey the same meaning, but expressed in a more concise and general way.
Single-word terms. In my opinion, and as an interpreter trainee, single-word terms are difficult to handle as they are short and refer to a specific concept. A term is a word closely linked to a specialized conceptual content, which relates to a specific area or field or discipline (Khan, 2016). The dictionary of Linguistics and Phonetics defines a term as “a unit of expression which has universal intuitive recognition by native speakers, in both spoken and written language”. Ananiadou (1994: 1034) says that a term may be a single word or a multiword unit, but in this study, I will only focus on single-word terms. Here are some examples: (4) measles > rougeole (5) nitrogen > azote There is not much literature about strategies when facing single-word terms in the interpreting field. Khan (2016) suggests that teaching terminology during the university cursus will help translators and interpreters. According to Khan, planning terminology classes will help learners to coin new terms as they can be in critical situations where equivalents may not be found in dictionaries.