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4. The interpreter should reach the correlation between the linier (almost literal) and idiomatic
interpreting. During the linier interpreting the temp is higher but the interpreter should feel the border between
the stylistically appropriate and inappropriate linier interpreting and if necessary to make some changes in the
text.
5. In the course of teaching the interpreter should learn to point out in the text that is being interpreted
key word markers which should initiate corresponding speech cliché. Professional interpreting is built on so
called prepared speech cliché in the operative memory of the interpreter which are initiated by the word markers.
It is advisable to exercise the recognizing of these words in the text and further find the corresponding speech
cliché for these words.
6. In the course of training the interpreter should learn to predict the possible variants of the
development of the reporter’s speech. The speech development exercises should be trained.
7. The main task of the training exercise course is working out of the interpreting intuition. The system
of the training is the following: to learn the material – to train – to develop intuition.
8. Training exercises should develop the skills of the consecutive and simultaneous interpreting. The
authors consider that skills developed by the suggested exercises can be used in both consecutive and
simultaneous interpreting though some exercises can be more useful in developing skills in one of the two kinds
of interpreting.
9. The exercises are intended for both for the work in group under the teacher’s guidance and for the
students’ individual training. In case of the group work the teacher chooses the exercises considering the
students’ knowledge. If this is an individual work the student should evaluate his/her knowledge and choose the
appropriate exercises.
G. E. Miram suggests also the following classification of the equivalence in the interpreting:

Class of the equivalence Definition

Structural-semantic The coincidence of the structure, meaning and
equivalence (full) communicative intention of the Source Text (ST) and
interpreting.
Semantic equivalence (partial) The coincidence of the meaning and communicative intention
of the ST and interpreting while the structure is different.

Pragmatic equivalence The coincidence of the communicative intention of the ST
(partial) and the interpreting while the structure and meaning is
different.

It can be confirmed that:

1) structural equivalence reflects the typological similarity of the languages and is a frequent phenomenon
for such languages with different structures as Russian (or Ukrainian) and English;
2) semantic equivalence to a certain extend reflects cultural and historical similarity of the language users;
3) we consider the equivalence is pragmatic when there are differences in perceiving of the reality by the
language users who participate in the interpreting (idioms, “cultural realia”, etc.).
Classes of the equivalence, described above, can be correlated with two approaches to the interpreting –
denotative and transformational.
Denotative approach is a parallel speech realization: the interpreter perceives the sense of the ST in full
and renders it by means of the language of interpreting. Ocassionality of the translation equivalence and

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