Page 41 - 4922

indivisibility of the concept, correlated with the suggested text for interpreting and its interpretation is intrinsic to
the denotative approach; in denotative approach to the interpreting pragmatic and semantic equivalence prevails
and the structural equivalence is almost not present. Denotative approach is widely used in consecutive
interpreting and in literary translation (poetry especially).

Transformational approach is also the variety of the parallel speech realization but it differs from the
denotative one by the regularity of the equivalents and divisibility of the concept, corresponding to the ST, for
separate conceptual fragments. In transformational approach structural and semantic equivalence prevails.
Transformational approach is used while translating technical, official and other cliché texts; it is also used in
simultaneous interpreting, depending on technical specificity of the latter, in teaching translation/interpreting at
the elementary and intermediate stage. Transformational approach in its specific variant prevails in professional

consecutive and simultaneous interpreting. Notwithstanding the approach used one more important aspect of the
translation/interpreting process is, to our mind, the existence of the stage of the intermediate model in it. In the
interpreting process three main stages should be pointed out:

a) perception and analysis of the ST;
b) constructing of the intermediate model of the interpreting and checking its relevance to the context,
situation and background knowledge;
c) creating the final interpretation.
In other words in the interpreting process a interpreter makes hypotheses as for the choice of equivalents
and only after that creates the final version of the interpreting. When a interpreter becomes a master in the field
of interpreting the stage of the intermediate model constructing moves on to the sphere of consciousness,
although its importance cannot be overestimated at the stage of teaching interpreting.
According to G. E. Miram the application of the parallel speech realization theory as a basic theory of
interpreting changes the emphases while teaching interpreting:

a) first of all it is necessary to separate teaching foreign language where interpreting is just means of
teaching from teaching interpreting where interpreting is the goal of teaching;
b) the parallel speech realization theory presupposes that teaching native tongue is as important as
teaching foreign language;
c) transformations (and transformational approach) should be used only in the elementary and
intermediate stage of teaching interpreting. Denotative approach should be used at the last stage; students should
how to do free interpreting, which is not structurally and semantically tied to the ST and Source Language (SL).
The general scheme of teaching can be described in short as: from regular translation transformations to the
development of the translation intuition;
d) realizing the role of cultural background as the necessary component of the successful interpreting it
is necessary to pay constant attention to the interpreting of “cultural realia”;
e) an important stage in teaching interpreting as the parallel speech realization is special exercises
directed at overcoming structural and stylistic influence ST on the interpreting.
Additions and omissions in the interpreting.
To our mind, additions and omissions in the interpreting should be viewed as important translation
methods. Good interpreting is not possible without them. Omissions in interpreting into English can be explained
from the one hand by redundancy of the original from the point of view target recipients and from the other hand
by the structural and stylistic divergences between the languages.

According to scholar A. F. Shyryaev there are four stages of teaching simultaneous interpreting. Every
stage has its own goals and its own methods of teaching.

39