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The cognitive approach to the semantics of Russian verbal prefixes (RVPs) defines each of their meanings by virtue of a visual cognitive configuration. Since the process of note-taking in consecutive interpreting (CI) calls for the use of symbols that must be clear, evocative, and unambiguous, the aim of this work is to test whether configurations for RVPs can be effectively repurposed as CI symbols, as a way to help interpreters provide more precise translations of Russian prefixed verbs into a target language. In particular, we will focus on the meaning of the RVP pere- in the context of Russian→Italian CI. We will analyze examples of Russian texts that will be translated into CI symbols, using RVP configurations for pere-verbs; on the basis of that, these symbols will in turn be translated into Italian. This way, we hope to provide some useful guidelines for the visual language of CI symbols, so as not to alter the meaning of Russian prefixed verbs when interpreting into Italian.

The article considers the problem of typology of errors in professional interpretating based on the analysis of approaches and their classifications. Minding the main parameters of target text assessment (the degree of preserving the main content of the original text, correctness of language units and external impression), there were identified typical mistakes, which can help the interpreter prevent future difficulties and choose the right translation strategy. Based on general scientific methods (analysis and synthesis, observing and abstracting – to substantiate the theoretical grounds to determine the quality criteria of the translated text); comparative and translation analysis methods which made possible to compare the original and target texts to identify typical translation errors, descriptive-analytical and comparative methods, according to which the material being analyzed is generalized, typical translation errors are described and analyzed to identify the ways to prevent them. Minding such important constraints in interpreting activity – one-time presentation and tough time restrictions, the interpreter needs to resolve the situation on the spot and quickly, using short-term translation strategies over the long-term strategies. While interpretating in such conditions the issues of correct grammar, normative language, style of the original text may recede into the background. The main goal of an interpreter is to achieve immediate communication. Errors in the final translation text, which has already been given to the client, can lead to negative consequences: from a fine to a loss of trust and termination of cooperation. But in addition to this important role, mistakes and their consideration in professional activities are also a great tool to improve and find the proper translation strategy. The problem of errors typology in professional interpreting is not new, but today it is considered debatable. Modern classifications of translation errors are based on the principle of equivalence and adequacy, where the error is considered the discrepancy between the original and the translation. Moreover, errors are related to the distortion of the content or violation of the rules and usage of the language of translation. Based on the analysis of approaches and classifications of translation errors, we distinguish the following ones in professional interpretating: errors of perception, understanding, expression and behavior. Perception errors can be the result of information saturation of the source text (numbers, dates, names, proper names, etc.), unusual speaker’s accent, fast speech, insufficient extralinguistic and background knowledge, incorrect distribution of resources of attention and concentration. Misunderstandings of the original text can be caused by incorrect semantics, memory problems, analysis of the original message, misunderstanding of grammatical or lexical phenomena, inaccurate understanding of the meanings of some words in the original or ignorance of the subject of the message, inefficient or insufficient preparation for translation. The current situation requires the interpreter to understand not only the superficial level of expression, but also to recognize the deep intentions of the participants in communication, to determine the general context that describes the circumstances, time, objects, and so on. Expression errors can be the result of insufficient knowledge of the target language, violation of the rules of the target language, incorrect distribution of attention in the process of decoding the translation records. Such errors can result in the loss of a number of message elements in the target language as well. Behavioral errors can be caused by anxiety, excessive anxiety, inability to overcome stress and focus on the translation process, lack of experience in public speaking, and so on. Confident interpreter should have a good idea of the translation strategy, make and justify his translation decision. The first step is to determine the specifics of the picture of the world in two languages and cultures that are directly related to a particular unit of translation and that are relevant to the translation. Then the stylistics and structural features of languages should be taken into account. The second step consists of choosing a translation strategy that corresponds to the first step. This choice is made depending on the level of the translation unit. In case when the unit of translation belongs to the level of phrases, words and morphemes, transformations of concretization or generalization are used. The third step (tactics) involves the establishment of formal grammatical and structural relationships based on general logical operations: omission / addition, replacement / substitutions of semantic (and formal) components. ISSN 2523-4463 (print) ВІСНИК УНІВЕРСИТЕТУ ІМЕНІ АЛЬФРЕДА НОБЕЛЯ. ISSN 2523-4749 (online) Серія «ФІЛОЛОГІЧНІ НАУКИ». 2021. № 2 (22) It is established that the success of each situation of professional interpretating activity depends directly on the ability of an interpreter to choose the right translation decision, as a result of which the native speaker of the target language will react to the proposed text in such a way, which corresponds to the sender of the original text.

The consecutive interpreting of governmental discourse shoulders the responsibility to represent the official stance of the country, and the seriousness of the discourse puts forward higher standards for interpreting output: interpreters should reasonably choose and adapt to various internal and external factors of both the source language and target language in order to assume the role of an accurate, authoritative, and immediate intermediary of information transfer. Adaptation theory just provides interpreters with standards for making choices and adaptations. Taking Verschueren’s adaptation theory as the theoretical framework, this study analyzes the consecutive interpreting of Premier Li Keqiang Meets the Press in 2022, a representative example of consecutive interpreting of Chinese governmental discourse, from the angles of contextual correlates of adaptability, structural objects of adaptability, and salience of the adaptation processes, aiming to explore how could interpreters adapt through language choices in Chinese governmental discourse, and to reveal the adaptation theory’s role as the standard and guidance for consecutive interpreting.

The paper focuses on improving cognitive skills and interpreting performance in university education of future interpreters. In empirical research, the authors analyzed cognitive and interpreting performance of students (n = 60) in order to determine whether the quality of their performance is more influenced by predispositions in the form of specific cognitive skills or practical interpreting training in the short to medium term. The research sample consisted of students in the 3rd year of the bachelor’s (N=28) and 1st year of the master’s studies (N=32) in translation and interpreting. The research analyzed students’ performance in the d2 test of attention (overall performance, accuracy, error rate and fluctuation), cognitive process regulation test (multitasking - task combining the addition test and listening span task) in both consecutive and simultaneous interpreting, taking into account the length and extent of practical interpreting training of students of individual levels of study. We assumed that interpreting performance, and thus the ability to regulate cognitive skills, is improved with training. Overall, master’s students of all language combinations achieved on average higher score in consecutive interpreting than bachelor’s students. The results show that master’s students performed better in consecutive interpreting as well as in the cognitive processes regulation test, which significantly correlates with consecutive interpreting. On the other hand, bachelor’s students performed better in simultaneous interpreting, and they had also higher scores in the CPRT addition test, which significantly correlates with simultaneous interpreting. These results suggest that students’ interpreting performance is likely to be more influenced by their cognitive performance (and thus certain predispositions) than by training and experience to the extent and length offered by university education. When the difference of participants’ experience in interpreting is relatively small, their interpreting performance is probably more influenced by personal predispositions (e.g. performance of working memory in complex, cognitively demanding tasks, ability to cope with stressful situations, level of motivation) than by training. These personal predispositions will presumably develop in individuals during their interpreting practice, while this development is likely to be (under the same conditions) more intense in participants with better ability to regulate cognitive processes who are therefore likely to perform better, after acquiring certain amount of experience, in consecutive interpreting than their colleagues with a weaker ability to regulate cognitive processes. From the overall perspective, it can be states that the extent and length of practical experience in interpreting, which is offered by university studies in the form of interpreting seminars at bachelor’s and master’s level, are sufficient to practice basic modes, procedures and strategies and provide graduates with a basic set of interpreting skills. Nevertheless, in the longer term, it will be crucial how future interpreters will further develop their individual skills in practice. It can be assumed that cognitive and personal preconditions, drawing the starting line for further education and development, will also play an important role in this process.

The subject of the article is the choice of language that is used for notetaking for consecutive interpreting. The paper is based on a small-scale empirical case study analysis of note-taking by interpreting students. The analysis was aimed at determining which language – source language (SL) or target language (TL) – was preferred by students, who were given freedom of choice regarding the selection of language that they would use for the preparation of notes to help with consecutive interpreting tasks. The study group consisted of three cohorts of translation and interpreting students who were at the end of their first semester of work with consecutive. The students were asked to prepare notes for a regular consecutive task, from English into Polish; Polish was the mother tongue for all of the students. The outcomes of the analysis may show what might be the “natural” choice of language for notation and may provide suggestions about improving the system of teaching notation in the case of novice interpreters.

Apart from the linguistic and semantic approaches in German to Ukrainian and Ukrainian to German translation studies, there is also the sociological approach, which presupposes studying translation from the viewpoint of sociology that is based on the interrelations of people in the process of translation, as in the Danube Region, rather than on the interrelation of texts in different languages or language systems. Our survey of the sociological approach originates from the fourteen rules resulting from the interpreting experience of numerous interpreters as well as of the author of this paper. In our opinion, these rules should be in the focus of teaching interpreting. It is worth mentioning that “the rules for interpreters” as well as the theory of translation studies itself have been created to meet the practical needs. The profession of an interpreter has clearly become widespread, so this kind of translation, among all others, needs to be professionally trained. While teaching two-way interpreting, it has been observed that good translations in interpretation booths and unprepared translations are done by students with average and below-average knowledge of foreign languages. On the contrary, students with advanced knowledge turn out incapable of this particular kind of translation activities. Hence, one may claim that the skill of complete and accurate rendering of meaning in the target language is not enough, and other rules of interpreting have to be taken into consideration.

The experiment described in this paper was inspired by Daniel Gile’s Effort Model for consecutive interpreting and an experiment he conducted with students in 1991. Its goal is to determine to what extent the lack of a well-developed note-taking technique is an obstacle to optimal performance in students. The participants, a group of interpreting students who do not yet master any specific note-taking technique, are told to interpret two similar texts: one with the help of notes, one without. Their rendition is evaluated considering a series of discourse units representing different categories of markers, i.e. proper names, numbers, lists and terms. Despite the competition between the listening and analysis effort and the note production effort, all of the participants provide a better interpretation when taking notes. However, their scores show room for improvement, which could be achieved through a better command of note-taking strategies. The present work is a pilot study that paves the way for further research into note-taking in consecutive interpreting. It also highlights the importance of learning note-taking principles as part of conference interpreting training.

In spite of a large body of research, it has proved difficult to integrate the existing data concerning interpreters’ professional knowledge, their linguistic competence and their psycholinguistic predispositions into a cohesive theoretical framework. The article highlights a coherent and interrelated set of psychological abilities as well as processes constituting a relevant component of translation competence. According to this framework, consecutive interpreting comprises three conceptually related mental processes involving a variety of psycholinguistic factors. These processes are: (1) reception of an initial message, (2) storing of a message, and (3) production of a target message. The message may be received in three ways: (1) on the basis of a text produced by the speaker, (2) via the senses, and (3) through nonverbal communication. Human perception is determined by their cultural background which comprises rules, principles, norms, beliefs – all the cognitive factors which influence their outlook, and according to which they distinguish particular elements of the world and evaluate modes of behaviour, attitudes, etc. Due to the fact that in the analysis of a message, the interpreter has to identify the main ideas and give them their proper relevance in their interpretation, the received information is converted in the human brain into basic conceptual units forming a semantic net.