Exercises for teaching simultaneous interpretation from Uzbek into English Dilshoda Khabibullayeva

---

Exercises for teaching simultaneous interpretation from 
Uzbek into English 
 
Dilshoda Khabibullayeva 
Tashkent state university of Uzbek language and literature named after Alisher 
Navoi 
 
Abstract: As Uzbekistan has increasingly frequent association with various 
countries in the world in economy, politics and culture social demands for 
interpretation talents increase year by year. To improve interpretation ability of 
university students universities explore different interpretation training modes. The 
need for comprehensive methods for training simultaneous interpretation has long 
been badly needed. This article explores some effective exercises which can be used 
for teaching simultaneous translation from Uzbek into English.
Keywords: simultaneous translation, skills, memory, divided attention 
The studies on teaching simultaneous translation from Uzbek into English would 
make up very few, if any. Some Uzbek scholars such as O.Muminov, I.Gafurov, 
N.Kambarov give general information about simultaneous translation in their book 
“Tarjima nazariyasi va amaliyoti” (“Translation theory and practice”), but methods 
for teaching this translation mode are not mentioned. We can observe studies on 
teaching simultaneous translation by many foreign scholars who have suggested 
various exercises. For example, Seleskovitch and Lederer state that simultaneous 
interpreting should be preceded by a thorough grounding in consecutive interpreting 
[4, p. 616-621]. On the other hand, Gile says that many programmes include a 
preparatory phase with some written translation, liason interpreting and sight 
translation classes [2, p. 3]. We analyzed the exercises that are the most effective in 
the process of training simultaneous inerpreting. This chapter covers a significant 
number of different exercises, each of which is aimed at developing certain skills and 
abilities and that are most often used as part of the training of simultaneous 
interpreters at translation faculties, additional courses and trainings. These exercises 
were suggested by A.G.Falaleev and A.Malofeeva, and I.S.Alekseeva. 
In her book “Профессиональный тренинг переводчика” Alekseeva proposes 
to structure the existing exercises in more detail, at the same time introduces 
exercises with complex tasks, and offers new types of them that have justified 
themselves in practice [3]. She suggests the following exercises for training 
simultaneous interpreters:
"Science and Education" Scientific Journal / ISSN 2181-0842
May 2022 / Volume 3 Issue 5
www.openscience.uz
964

---

Repeating words which differ semantically. It is aimed at memorizing an 
unexpectedly arisen word; getting used to unexpected information, being able to 
memorize it in the general series, without highlighting it, since the requirement to 
preserve the order of information remains strict from the very beginning. 
First giving in the form of a series of numbers in source language for simple 
repetition by ear; then for translation into a foreign language. It is optimal that all 
four types are presented in one lesson: repetition in source language, repetition in a 
foreign language, translation from a foreign language. In this way students’ skills of 
switching from language to language begin to develop. 
Toponims for non-associative memorization. Here it is necessary to draw a clear 
boundary between the known and the unknown, as well as between linguistically 
oriented and exotic toponyms. 
Personal names for non-associative memorization.