O‘zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi mirzo ulug`bek nomidagi

FOYDALANILGAN ADABIYOTLAR 
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sinfi uchun darslik, MCHJ “Tasbir”, Toshkent: 2014,-128 b. 
2. Abdurahmonov G’.,Xoliyorov X. v.b.hozirgi o’zbek adabiy tili.Sintaksis.-
T.,1979. 
3. Sayfullaeva.R. O’zbek tilida qo’shma gaplarning formal -funksional tadqiqi.-
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4. O’zbek tili grammatikasi. II tom.-T.,1976. 
5. A.Nurmanov va boshqalar O’zbek adabiy tilining nazariy sintaksisi. T., 
“Fan”, 1992-yil. 
 
 
DEVELOPMENT OF INTERPRETATIONAL SKILLS
 
 
https://doi.org/10.5281/zenodo.8138738
  
Arustamyan Ya.Yu. 
DSc, associate professor 
Department of Theory of Translation and Comparative Linguistics, 
National University of Uzbekistan 
 
Abstract. The article presents the analysis of the actual conditions of improvement 
of the interpretational skills. As the interpretational skills are the most difficult for 

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developing (among other types of translational skills), several effective activities 
which may be helpful for teachers of oral translation at both linguistic and non-
linguistic universities are suggested. 
Key words: interpretation, simultaneous translation, interpretational skills, 
development of interpretational skills.
Аннотация. Статья представляет собой анализ современных условий 
обучения и развития навыков устного перевода. В связи с тем, что навыки 
устного перевода, по сравнению с другими видами переводческих навыков, 
достаточно трудно развить, предлагается несколько эффективных методик, 
которые могут быть полезны преподавателям устного перевода в вузах как 
языковой, так и неязыковой направленности. 
Ключевые слова: устный перевод, синхронный перевод, навыки устного 
перевода, развитие навыков устного перевода 
Nowadays the sphere of professionally-oriented education is one of the most 
topical and urgent as the modern labour market demands specialists with integrated 
skills. And the essential role is played by language acquisition concerning the 
necessity of translation and interpretation in different professional spheres. 
Actually, the process of translators’ trainings is very complicated and needs 
much practice which unfortunately cannot be realized within the framework of 
certain curriculum. So, it means that the organization of educational process should 
be very considerable and efficient as well as the tasks and activities aimed at 
improvement of interpretational skills. 
Generally, the process of interpretation, or oral translation, is thought to be 
the most difficult and requires not only perfect knowledge of foreign and native 
language, but also good interpersonal skills and psychological grounding. Besides, 
the process of development of interpretational skills demands strong knowledge of 
professional lexis in a specialised sphere.

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In his article “Educating for interpreter excellence” Paul H.Risk outlined 
several important aspects which teachers should pay attention to while training 
interpreters: 1) personal attributes of the interpreter; 2) enthusiasm; 3) sense of 
humour and perspective; 4) articulateness; 5) self-confidence; 6) warmth; 7) poise; 
8) credibility; 9) pleasant appearance and demeanour. [1]
Considering all mentioned above we may suggest the following groups of 
exercises aimed at improvement interpreting skills on different levels. 
Group 1. Exercises aimed at fixing the learned vocabulary. 
■ Divide students into groups of two (student A and student B). Give the A-
students list of 30 words in native language and ask them to control their peers (B-
students) checking how many words they can translate orally within 30 seconds. 
After completing the task, the students should change their roles having new lists 
of words within the same amount of time. This kind of exercise develops not only 
students’ reaction but also can be considered as students’-oriented which helps to 
develop their independent study skills. 
■ Have someone record passages from magazines or newspapers on tape, or 
record radio or television talk shows or interview programs (news broadcasts are 
not suitable for these exercises because the pace is too fast and the content is too 
dense). The subject matter of these passages is irrelevant, but it should not be too 
technical or contain too many statistics and proper names. [2] It should also 
contain the learnt vocabulary. Essays and opinion columns are good sources of 
texts for recording. As you play back the tape, ask the students to “shadow” the 
speaker: repeat everything the speaker says verbatim. Explain that they should try 
to stay further and further behind the speaker, until they are lagging at least one 
unit of meaning behind. In time, let the students be the “leader” and make the same 
instructions for their group mates.
Group 2. Exercises aimed at developing simultaneous skills. 
■ If your students feel comfortable talking and listening at the same time 
and are not leaving out too much, begin performing other tasks while shadowing. 
First, ask the students to write the numerals 1 to 100 on a piece of paper as they 

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repeat what the speaker says (make sure they are writing and speaking at the same 
time, not just writing during pauses). When they are able to do that, let them write 
the numerals in reverse order, from 100 to 1. Then ask them to write counting by 
5s, by 3 s, and so on. Note what happens whenever numbers are mentioned in the 
text they are shadowing. 
■ When your students are able to complete the previous exercise with 
minimal errors, begin writing out words while shadowing. Let them begin with 
their name and address, written repeatedly. Then move on to a favorite poem or a 
passage such as the article which they have already translated before (always 
choose a passage in the same language as that which they are shadowing). When 
writing this text, they should copy from a piece of paper placed in front of them. 
Do not let them write the passage from memory while shadowing the tape. [3] 
Group 3. Role-play 
■ Suggest organizing a press-conference. Let the students choose the topic 
and roles by themselves. Procedure: divide students into 3 groups: 1) presenters 
(A-group), 2) interpreters (B-group), 3) evaluators (C-group). A-students should 
prepare the reports on a given topic (which may be related to the learned 
vocabulary or previous topics discussed at the lections or practical lessons). They 
should practice beforehand their speech minding pronunciation and tempo of their 
speech. At the lesson A-students present their reports in the form of interview, 
address / speech, report, while B-students interpret their words consecutively. A-
students should remember about pauses for interpreting. C-students should create 
rubrics for evaluating the quality of speech (A-students) and interpretation (B-
students) beforehand and during the lesson they will make clear and relevant 
evaluation of A- and B-students’ work as well as explain their assessment. This 
kind of work is absolutely learner-centred: from the process of preparation till the 
level of evaluation.
■ Let the student be a lecturer. You may suggest lecturing on, for example, 
the topic “The six principles of interpretation”. It is very important here to choose 

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the material which is relevant to the issue of the course. Procedure: give the text to 
the student and ask him/her to read it aloud: