ADDRESSING PEDAGOGICAL CHALLENGES IN TEACHING ORAL TRANSLATION: STRATEGIES FOR EFFECTIVE INTERPRETER TRAINING
Keywords:
interpreter training, oral translation pedagogy, performance anxiety, bilingual interference, cognitive load, simulation in language education, curriculum development, memory enhancement, experiential learningAbstract
This article investigates the pedagogical barriers and instructional gaps encountered in the teaching of oral translation (interpreting), a demanding practice that combines linguistic, cognitive, and interpersonal competencies. The study highlights persistent challenges such as source language interference, working memory limitations, and performance anxiety, while proposing an innovative instructional framework that integrates cognitive development, experiential learning, and emotional preparedness. Through simulation-based instruction, progressive task sequencing, targeted memory training, and performative exercises, the article advances a pedagogical approach that equips learners with both practical fluency and psychological readiness for professional interpreting. Ultimately, it calls for a reconceptualization of interpreter education to align with contemporary communicative demands and interdisciplinary insights.
