République algérienne démocratique et populaire

Ministère de l’enseignement supérieur et de la recherche scientifique

L’université de Mouloud Mammeri – UMMTO
Département de Traduction et Interprétation

Module : Interprétation Anglais – Arabe – Anglais

LE THEME : Shadowing by lambert

Membres du groupe 8 :
 BERKANE Imene
 ADEM Danya
 ABDERRAHMANI Nabila

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 République algérienne démocratique et populaire
Ministère de l’enseignement supérieur et de la recherche scientifique
L’université de Mouloud Mammeri – UMMTO
Département de Traduction et Interprétation
Shadowing vs. Simultaneous Interpretation: Cognitive
Complexity and Strategies

Introduction

Shadowing and simultaneous interpretation are cognitively demanding tasks that require
interpreters to manage complex interactions between listening, speaking, and processing
meaning. Although they share similarities, simultaneous interpretation involves additional
challenges, such as translating meaning into another language. This paper explores the
cognitive processes underlying these tasks, their differences, and the strategies
interpreters use to manage these challenges.

Shadowing: The Process and Cognitive Implications

Shadowing involves the immediate repetition of heard speech without translation. While
it appears straightforward, it places significant cognitive demands due to the need to listen
and speak simultaneously (Lambert, 1992).

1. Cognitive Load in Shadowing:

• Studies (e.g., Gerver, 1974) have shown that simultaneous listening and speaking in
shadowing can impair comprehension and recall.
• Shadowing requires less complex processing than interpretation, as the focus is on vocal
repetition rather than deep semantic analysis (Lambert, 1992).

2. Role of Meaning:
• Analysis of meaning in shadowing is incidental rather than integral.
• Shadowing exercises are often used to train interpreters to divide attention between
listening and speaking.

3. Challenges of Simultaneity:
• Shadowing exercises demonstrate that speaking while listening requires significant
cognitive resources, potentially interfering with comprehension (Broadbent, 1958).

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 République algérienne démocratique et populaire
Ministère de l’enseignement supérieur et de la recherche scientifique
L’université de Mouloud Mammeri – UMMTO
Département de Traduction et Interprétation

Simultaneous Interpretation: Complexity beyond

Shadowing

Simultaneous interpretation builds on shadowing by adding the complexity of translating

speech into another language. This requires deeper semantic processing and greater
cognitive multitasking.

1. Key Differences from Shadowing:

• Unlike shadowing, simultaneous interpretation involves a compulsory analysis of
meaning and transformation of the message into another language (Gerver, 1974) .
• Interpretation requires managing larger “units of meaning” rather than focusing on
individual words or phrases (Barik, 1973) .

2. Cognitive Constraints:
• The finite capacity of human cognitive mechanisms, as described by Broadbent’s (1958)
filter theory, highlights the challenges of processing two simultaneous inputs.
• Interpreters must divide attention between the incoming message and their own output,
often alternating rapidly between the two tasks (Paulhan, 1887).

3. Simultaneous Listening and Speaking:

• Studies (e.g., Neisser, 1967) emphasize that simultaneous interpretation is not simply
shadowing in another language. It involves unique neural and cognitive processes that
allow interpreters to focus on meaning rather than vocal repetition.

Comparison of Shadowing and Simultaneous Interpretation

The following table summarizes the key differences between shadowing and simultaneous
interpretation (Lambert, 1992; Gerver, 1974) :

Aspect shadowing Simultaneous Interpretation

Definition Immediate repetition of speech in the Translation of speech into another

same language language while listening
simultaneously

Focus Vocal repetition of input Semantic analysis and translation

Cognitive Moderate (listening and speaking) High (listening, speaking, translating,

Demand and analysing meaning)

Role Of Incidental: meaning may not be Integral: requires deep

Meaning processed deeply understanding of source language

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 République algérienne démocratique et populaire
Ministère de l’enseignement supérieur et de la recherche scientifique
L’université de Mouloud Mammeri – UMMTO
Département de Traduction et Interprétation
Primary Use Training tool for attention and Professional interpretation tasks in
coordination multilingual settings

Speaking- Continuous: requires speaking while Minimized by using pauses in source

Listening listening almost without pause speech to separate listening and
Simultaneity speaking tasks

Strategies for Managing Cognitive Load

Interpreters adopt various coping strategies to handle the cognitive demands of

simultaneous interpretation (Barik, 1973; Goldman-Eisler, 1968) :

1. Using Pauses in the Source Language:

• Interpreters leverage brief silences in the speaker’s input to:
• Complete their sentences (“catch up”).
• Prepare for the next chunk of information.

2. Minimizing Simultaneity:
• As proposed by Barik (1973) and Goldman-Eisler (1968), interpreters often align their
output with pauses in the source speech to reduce the overlap between listening and
speaking.

3. Adjusting External Factors:

• Techniques such as increasing the volume of the input or partially removing one
headphone allow interpreters to mask their own voice and monitor their output
simultaneously.

Neurological Insights and Ear Preference

Research into interpreters’ habits reveals interesting findings about ear preference and
neural processing (Kraushaar & Lambert, 1987) :

1. Headphone Placement:
• Interpreters often uncover one ear to:
• Monitor their output for accuracy and volume.
• Reduce the sensation of auditory interference.

2. Ear Dominance:
• Studies (e.g., Kraushaar and Lambert, 1987) have explored whether interpreters favor
one ear based on handedness or the direction of interpretation (A to B vs. B to A).

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 République algérienne démocratique et populaire
Ministère de l’enseignement supérieur et de la recherche scientifique
L’université de Mouloud Mammeri – UMMTO
Département de Traduction et Interprétation
3. Implications for Training:
• Understanding ear preference and its impact on performance can help refine training
techniques for interpreters.

Interdisciplinary Research on Interpretation

The collaboration between cognitive psychologists and professional interpreters has
advanced our understanding of the cognitive demands of simultaneous interpretation
(Gran & Fabbro, 1987; Lambert, 1992) :

1. Mutual Benefits:
• Practical challenges faced by interpreters inform theoretical models of attention,
multitasking, and memory.
• Research findings guide the development of training programs and coping strategies for
interpreters.

2. Future Directions:
• Ongoing studies, such as those at the University of Trieste, aim to explore the
neurological and cognitive aspects of interpretation in greater detail.

Shadowing and Its Role in Interpreter Training

Shadowing is a foundational exercise in simultaneous interpretation (SI) training that

involves the immediate repetition of spoken language without translation. Though it
appears simple, it is a highly cognitive task that trains interpreters to divide attention
between listening and speaking. Lambert (1992:266) describes shadowing as a paced
auditory tracking exercise where learners replicate speech in real-time, focusing on
rhythm, intonation, and clarity.

This technique is instrumental in accustoming interpreters to the simultaneous use of their

auditory and vocal systems, preparing them for the added complexity of simultaneous
interpretation. By experimenting with varying time lags (e.g., 0.5–5 seconds), shadowing
enables interpreters to develop flexibility in managing linguistic buffers and trains the
brain to process input while producing output effortlessly.

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 République algérienne démocratique et populaire
Ministère de l’enseignement supérieur et de la recherche scientifique
L’université de Mouloud Mammeri – UMMTO
Département de Traduction et Interprétation
Cognitive Complexity in Shadowing and Simultaneous
Interpretation

While shadowing and simultaneous interpretation share the demand for multitasking,
they differ significantly in cognitive complexity. Shadowing focuses primarily on the
accurate replication of speech, requiring less semantic processing. Research (e.g., Gerver,
1974) shows that simultaneous listening and speaking in shadowing can impair
comprehension and recall, though the analysis of meaning is incidental rather than
integral.

In contrast, simultaneous interpretation introduces deeper semantic processing, as

interpreters must transform meaning into another language. This requires managing larger
“units of meaning” and navigating cognitive constraints, such as the finite capacity for
attention and memory (Broadbent, 1958). Unlike shadowing, which emphasizes vocal
replication, interpretation demands rapid alternation between comprehension and
reformulation, as described by Neisser (1967).

Integrating Shadowing into SI Training

Shadowing is often used as a precursor to simultaneous interpretation because it lays the

groundwork for essential interpreter skills, such as listening accuracy, timing, and short-
term memory. By reducing the cognitive complexity compared to interpretation,
shadowing allows trainees to focus on mastering simultaneity before introducing
translation demands.

Additionally, shadowing trains articulators (tongue, lips, teeth) to reproduce sounds and
intonations of the target language accurately, an essential skill for both fluency and
pronunciation. Practical shadowing exercises—such as recording and comparing output—
offer learners the opportunity to refine their technique and improve self-monitoring.

Strategies for Managing Cognitive Load in Interpretation

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 République algérienne démocratique et populaire
Ministère de l’enseignement supérieur et de la recherche scientifique
L’université de Mouloud Mammeri – UMMTO
Département de Traduction et Interprétation
As interpreters transition from shadowing to simultaneous interpretation, they adopt
specific strategies to manage increased cognitive demands:
• Using Pauses in the Source Language: Interpreters leverage brief silences to catch up or
prepare for upcoming information (Barik, 1973).
• Minimizing Simultaneity: Aligning output with pauses in the source speech reduces
overlap between listening and speaking (Goldman-Eisler, 1968).
• Adjusting External Factors: Techniques like adjusting headphone placement or volume
allow interpreters to monitor their output while minimizing interference.

Bridging Shadowing and Simultaneous Interpretation

Shadowing provides a controlled environment to develop skills needed for simultaneous

interpretation, but it is not merely a simplified version of interpretation. The latter
requires unique neural and cognitive processes, including the transformation of meaning
and the management of complex linguistic structures. Shadowing exercises, when
strategically integrated into interpreter training, bridge the gap between basic
multitasking and the advanced demands of SI.

Conclusion

Shadowing and simultaneous interpretation represent unique cognitive challenges, with

interpretation requiring deeper semantic processing and more advanced multitasking
skills. By adopting effective strategies and leveraging interdisciplinary research,
interpreters can improve their performance and better manage the cognitive load
associated with these demanding tasks. This collaboration between theory and practice
ensures continued progress in both fields.

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 République algérienne démocratique et populaire
Ministère de l’enseignement supérieur et de la recherche scientifique
L’université de Mouloud Mammeri – UMMTO
Département de Traduction et Interprétation

References:
Arjona, E. (1978). Intercultural communication and the training of interpreters at the
Monterey Institute of Foreign Studies. In D. Gerver & H. W. Sinaiko (Eds.),
*Language interpretation and communication* (pp. 35–44). New York: Plenum.

Barik, H. C. (1973). Simultaneous interpretation: Temporal and quantitative data.

*Language and Speech*, 16, 237–270.

Broadbent, D. E. (1958). *Perception and communication*. London: Pergamon Press.

Carey, P. W. (1971). Verbal retention after shadowing and after listening. *Perception
and Psychophysics*, 9(1-B), 79–83.

Cherry, E. C. (1953). Some experiments on the recognition of speech with one and
two ears. *The Journal of the Acoustical Society of America*, 25(5), 975–979.

Chistovitch, L. A., Aliakrinskii, V. V., & Abilian, V. A. (1960). Time delays in speech
perception. *Questions of Psychology*, 1, 64–70.

Coughlin, J. (1989). Interpreters versus psychologists: A case of context. In D. L.

Hammond (Ed.), *The coming of age: Proceedings of the 30th Annual Conference of
the American Translators Association* (pp. 105–113). Medford, NJ: Learned
Information, Inc.

Gerver, D. (1974). The effects of noise on the performance of simultaneous

interpreters: Accuracy of performance. *Acta Psychologica*, 38, 159–167.

Goldman-Eisler, F. (1968). *Psycholinguistics: Experiments in spontaneous speech*.

London: Academic Press.

Gran, L., & Fabbro, F. (1987). Cerebral lateralization in simultaneous interpreting.

*Proceedings of the Annual American Translators’ Association (ATA) Conference*,
Albuquerque, New Mexico, October 6–11.

Gran, L., & Fabbro, F. (1988). The role of neuroscience in the teaching of
interpretation. *The Interpreters’ Newsletter*, 1, 23–41.

Hendrickx, P. (1971). *Simultaneous interpreting: A practice book*. London:

Longman.

Kraushaar, B., & Lambert, S. (1987). Shadowing behaviour among interpreters: Left
ear vs. right ear vs. both ears. *Unpublished study*.

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 République algérienne démocratique et populaire
Ministère de l’enseignement supérieur et de la recherche scientifique
L’université de Mouloud Mammeri – UMMTO
Département de Traduction et Interprétation

Lambert, S. (1992). Shadowing. *Meta*, 37(2), 263–

273. https://doi.org/10.7202/003378ar

Marslen-Wilson, W. (1973). Linguistic structure and speech shadowing at very short

latencies. *Nature*, 244, 522–523.

Massaro, D. (1977). An information-processing model of understanding speech. In D.

Gerver & W. H. Sinaiko (Eds.), *Language, interpretation and communication* (pp.
299–314). New York: Plenum Press.

Neisser, U. (1967). *Cognitive psychology*. New York: Appleton-Century Crofts.

Norman, D. A. (1976). *Memory and attention*. New York: Wiley.

Paulhan, F. (1887). La simultanéité des actes psychiques. *Revue scientifique*, 39,

684–689.

Schweda Nicholson, N. (1986). Screening interpretation candidates at Delaware: A

comparative study. In P. Newman, A. Zenker, & J. F. Joly (Eds.), *Proceedings of the
First North American Translators Congress* (pp. 213–229). Medford, NJ: Learned
Information, Inc.

Schweda Nicholson, N. (1987). A psycholinguistic approach to simultaneous

interpretation training. *Paper read at the International Conference for Translators
and Interpreters*, Vancouver, Canada.

Weber, W. (1984). *Training translators and conference interpreters*. Orlando, FL:

Harcourt Brace Jovanovich, Inc.

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 République algérienne démocratique et populaire
Ministère de l’enseignement supérieur et de la recherche scientifique
L’université de Mouloud Mammeri – UMMTO
Département de Traduction et Interprétation
Table des matières
Introduction...........................................................................................................................................2
Shadowing: The Process and Cognitive Implications..............................................................2
1. Cognitive Load in Shadowing:........................................................................................................2
2. Role of Meaning:............................................................................................................................2
3. Challenges of Simultaneity:...........................................................................................................2
Simultaneous Interpretation: Complexity beyond Shadowing..............................................3
1. Key Differences from Shadowing:.................................................................................................3
2. Cognitive Constraints:....................................................................................................................3
3. Simultaneous Listening and Speaking:..........................................................................................3
Comparison of Shadowing and Simultaneous Interpretation................................................3
Strategies for Managing Cognitive Load.....................................................................................4
1. Using Pauses in the Source Language:...........................................................................................4
2. Minimizing Simultaneity:...............................................................................................................4
3. Adjusting External Factors:............................................................................................................4
Neurological Insights and Ear Preference..................................................................................4
1. Headphone Placement:.................................................................................................................4
2. Ear Dominance:..............................................................................................................................5
3. Implications for Training:...............................................................................................................5
Interdisciplinary Research on Interpretation..............................................................................5
1. Mutual Benefits:............................................................................................................................5
2. Future Directions:..........................................................................................................................5
Shadowing and Its Role in Interpreter Training.........................................................................5
Cognitive Complexity in Shadowing and Simultaneous Interpretation...............................6
Integrating Shadowing into SI Training.......................................................................................6
Strategies for Managing Cognitive Load in Interpretation......................................................7
Bridging Shadowing and Simultaneous Interpretation............................................................7
Conclusion..........................................................................................................................................7
References:............................................................................................................................................8

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