Purpose
This
unit enables learners to understand and practice the tasks involved in
simultaneous interpreting. Learners identify appropriate uses of,
and
provide the rationale for, simultaneous interpreting or blended consecutive and
simultaneous methods. Learners also differentiate mirroring from processed
simultaneous interpretation. The unit includes activities on interpreting with
Blind individuals to provide authentic practice with simultaneous interpreting.
Simultaneous
interpretation is an inaccurate phrase. You cannot interpret what you do not
understand. This form of interpreting requires processing time, which
does
not occur simultaneously when interpreting between languages.
Objectives:
Upon
completion of this unit, learners will:
-Have learners
to gather information from different platforms so that new knowledge could be constructed
by product development
Describe the tasks involved in simultaneous
interpreting.-
-Identify
situations in which simultaneous interpreting may be the most effective method.
-Practice
simultaneous interpreting in various scenarios, using targeted strategies to
facilitate effective communication.
-Explain
to a variety of stakeholders in an articulate, professional manner the
rationale for using simultaneous interpreting.
Key
Questions
What
factors and considerations go into
interpreters’ decision to use simultaneous interpreting?
In
what settings do interpreters typically
practice simultaneous interpreting?
What
is the difference between mirroring and simultaneous interpretation?
What
is the rationale for using simultaneous, consecutive, or a blend of
interpreting methods in some situations?
Connectivism
is a learning theory that emphasizes the importance of networks and connections
in learning. Here's how you can apply connectivism principles to the skills you
mentioned:
1. Consecutive
Interpretation, Simultaneous Interpretation, and Translation:
- Encourage learners to engage in professional
networks or communities of practice for interpreters and translators. This
would allow them to learn from others, share resources, and stay updated on
industry trends.
- Utilize technology and online resources to
access real-life interpretation and translation scenarios, such as videos,
audios, or live events, to provide authentic learning experiences and
opportunities for making connections with real-world applications
CONNECTIVISM
PRINCIPLE
Learning
is a process of connecting specialized nodes or information sources
This
connectivism principle talks about using technology and the Internet to obtain
information and create new content. In this case, students can go to any Web
page they want and check the content they think fits better for their
assignments. Utrecht claims that “information can be taken from various sources
and create something new and meaningful
Pre-Interpreting
Stage:-
- Research and Preparation: Before the
interpreting session, conduct thorough research on the topic, speakers, and any
specialized terminology that may be used. Familiarize yourself with the subject
matter to ensure a smoother interpreting process.
- Familiarization with Context: Understand the
context of the conversation or event where the interpretation will take place.
This includes understanding the cultural, political, and social nuances that
may impact the communication.
While-Interpreting
Stage:
- Active Listening: During the interpretation, engage
in active listening to accurately capture the speaker's message. Focus on the
speaker's tone, pace, and non-verbal cues to convey the intended meaning to the
target audience.
- Consecutive or Simultaneous Interpretation:
Perform the interpretation using the chosen method (consecutive or
simultaneous) while maintaining fluency, accuracy, and neutrality
: Post-Interpreting
Stage
- Revision and Feedback: Review the interpreted
content to check for accuracy, grammar, and clarity. Seek feedback from peers
or supervisors to improve your interpreting skills
- Continuous Learning: Reflect on the
interpreting experience and identify areas for improvement. Engage in ongoing
training and learning to enhance your language proficiency and interpreting techniques
MATERIALS YOU NEED:
You
will need to gather the following resources in order to work with the practice
scripts provided and to finish the practice activities in this packet. Among
them are the following:
A device (digital voice recorder or similar device, smartphone, or computer
with recording software and a microphone) that may record, save, and playback
audio tracks for later use
A device (computer, phone, tablet, or MP3 player or similar digital recording
device) that allows you to play audio tracks of the practice material you
record
Speakers to listen to the recorded audio, ideally external Headphones (to hear
the concurrent recording while doing the interpretation) A stopwatch or timer
Dictionaries in both languages and one language
Additional linguistic reference resources as required Pens or pencils; paper
pad
Types of Translation and Interpretation:
·
Simultaneous interpretation
·
Consecutive
interpretation
·
Sight
translation
·
Literary
translation
·
Technical
translation
Methods:
·
Role-playing
·
Group
discussions
·
Case
studies
·
Online
translation tools
·
Virtual
interpretation practice
Teaching Aids:
·
Videos
·
Audio
recordings
·
Texts
·
Translation
software
·
Interpretation
equipment
Strategies:
·
Providing constructive feedback
·
Encouraging
peer-to-peer learning
·
Using
authentic materials
·
Incorporating
cultural elements
·
Providing
opportunities for practice
Applying Connectivism Principles:
·
Encouraging collaboration and networking
·
Providing
access to a variety of resources
·
Encouraging
self-directed learning
·
Providing
opportunities for reflection and self-assessment
Teacher and Student Roles:
·
Teacher as facilitator and guide
·
Student
as active learner and participant
·
Encouraging
student-led discussions and activities
Evaluation and Feedback:
·
Providing regular feedback
·
Using
rubrics and self-assessment tools
·
Encouraging
peer-to-peer feedback
·
Providing
opportunities for improvement and growth
1. Activity
Before
beginning this task, students should read and go over the following:
Definition of simultaneous interpreting in a glossary
Encourage students to talk about their experiences with interpreters providing
simultaneous interpretations.
Where have they observed interpreters in action?
Why was the preferred technique of interpretation simultaneous?
-Comment on how interpreters performed when interpreting simultaneously.
Ask them to define what they mean by simultaneous interpreting.
2. Activity
Examine
and talk about how simultaneous and consecutive interpreting relate to one
another.
When is it appropriate to switch between consecutive and simultaneous
interpretation?
the precision of concurrent versus simultaneous interpretation
Provide students a range of scenarios that describe events that have been
provided by the trainer.
3. Activity
Ask
students to look over the materials below, which show how interpreters can use:
to provide simultaneous interpretation.
Talk about your observations of each interpretation example, taking into
account the situation, language and modality, audience, and register. Ask
students to explain the preparation methods used by interpreters in each
situation.
Trainers can use the films in their personal collections to find further
examples of simultaneous interpreting by interpreters employing
registers that are informal, consultative, and casual.
4. Activity
After
allowing students to study the ARABIC Registers, they should create two 5- to
10-minute informal and consultative presentations on topics of their choosing.
5. Activity
Internet
connectivity is required for learners to get ready for this task. Keep video
equipment on hand to capture students in action. You can then analyse and
provide comments on the presentation by using the playback feature.
Give students some CHUNKING practice. Put students in small groups.
Give each student twenty minutes to do research on the subject before the
presentations start. In the event that class time is limited, homework may be
assigned for the preparation phase.
6. Activity
Give
students practice paraphrasing simultaneously from the identical presentations
that they used for the previous exercise. Students will paraphrase this time,
making their own decisions.
Encourage students to consider how the interpretation process models that have
been covered thus far can provide insight into their unique learning strengths
and areas that require development.
7. Activity
For
this activity, trainers prepare materials that enclassage learners to
experience simulated vision loss.
8. Activity
Collaborate
with students to design a simulated community meeting on an interesting subject
that includes participation. In the best case scenario, extend invitations to
people to attend the class; in the worst case scenario, students can assume the
roles of participants.
ARABIC-impaired hearing presenters, platform interpreters, feed interpreters,
and interpreters interacting with participants who use several communication
modalities are among the suggested positions.
Assessment
Formative
evaluation:
Analysis
of readings and videos, as applicable
Knowledge
shared in group dialogue and responses to trainer questions
Active
participation during in-class activities, including role-play and group
exercises
Delivery
of written and video assignments, as applicable
Websites that offer activities for interpreting skill :
Sources: [theinterpretingcoach.com](https://www.theinterpretingcoach.com/3-useful-websites-for-boosting-interpreting-skills/)
(1)
[interpretereducation.org](http://www.interpretereducation.org/aspiring-interpreter/mentorship/mentoring-toolkit/activities/)
(2) [aslinterpreting.com](https://www.aslinterpreting.com/) (3)
[noviceinterpreters.org](https://noviceinterpreters.org/interactive-interpreting-practice-library/)
(4)
1. Interactive Interpreting Practice Library - CATIE
Center<https://noviceinterpreters.org/interactive-interpreting-practice-library/>
2. InterpreMed - Medical Interpreting Practice
Materials<https://interpremed.com/>
The first website, Interactive Interpreting Practice Library -
CATIE Center, offers a collection of videos created from the GTC project that
were created as an opportunity to give GTC participants authentic practice with
actual conversations. The videos are suitable for interpreting practice for
novice interpreters and interpreting students
The second website, InterpreMed, is a learning community created
for medical interpreting professionals and students interested in acquiring and
honing their skills through hands-on activities, training materials and
resources. They offer live practice sessions, audio interpreting practice, and
medical vocabulary exercises
websites and resources that provide
audio and video materials for interpreting different types:
Sources:
1-
[boostlingo.com](https://boostlingo.com/)
2-[languageline.com](https://www.languageline.com/)
[transperfect.com](https://www.transperfect.com/solutions/trans3-lation-and-language-services/interpretation)
[atanet.org](https://www.atanet.org/tools-and-technology/six-remote-simultaneous-interpreting-platforms-and-zoom/)) -4
[TED
Talks](https://www.ted.com/talks): TED Talks is a platform that offers a wide
range of speeches and presentations
[5-Interpreter
Education Online](https://www.interpretereducationonline.com/): This website
provides online courses, workshops, and resources for interpreters. They also
offer video recordings of interpreting assignments, which can be used for
practice and self-assessment
[6-The
Open
University](https://www.open.edu/openlearn/languages/the-interpreter-at-work):
The Open University offers a free online course called "The Interpreter at
Work," which provides an introduction to interpreting and includes video
recordings of interpreting assignments
[7-The Interpreter's Corner](https://theinterpreterscorner.com/):
This website offers a variety of resources for interpreters, including video
recordings of interpreting assignments, webinars, and online courses
[-The International Association of Conference Interpreters
(https://aiic.org/):
The AIIC is a professional association for conference interpreters. They offer
resources and training opportunities for interpreters, including video
recordings of interpreting assignments
[6-The
National Council on Interpreting in Health Care](https://www.ncihc.org/): The
NCIHC is a professional association for healthcare interpreters. They offer
resources and training opportunities for interpreters, including video
recordings of interpreting assignments
[7-The
American Translators Association](https://www.atanet.org/): The ATA is a professional
association for translators and interpreters. They offer resources and training
opportunities for interpreters, including video recordings of interpreting
assignments.
[8-The
European Society for Translation Studies](https://www.est-translationstudies.org/):
The EST is a professional association for translation and interpreting studies.
They offer resources and training opportunities for interpreters, including
video recordings of interpreting assignments
[9-The
International Association of Professional Translators and
Interpreters](https://www.iapti.org/): The IAPTI is a professional association
for translators and interpreters. They offer resources and training
opportunities for interpreters, including video recordings of interpreting assignments
[10-The
Critical Link](https://www.criticallink.org/): The Critical Link is a network
of professionals in community interpreting. They offer resources and training
opportunities for interpreters, including video recordings of interpreting
assignments
links and websites for audios and videos for activities,
assignments, feedback, and evaluation to improve interpreting skills and reduce
speaking anxiety:
Interpreting Skills Resources:
- National Association of Judiciary Interpreters
and Translators (NAJIT): They offer resources and webinars to improve
interpreting skills. Visit their website at [NAJIT](https://najit.org/)
Speaking Anxiety Resources:
Anxiety and Depression Association of America
(ADAA): ADAA provides tips and resources to manage speaking anxiety. Visit
their website at [ADAA](https://adaa.org/)
- TED Talks: Watch inspiring talks on public
speaking and overcoming anxiety on [TED Talks](https://www.ted.com/)
Online
Learning Platforms
-Coursera: Coursera offers courses on public speaking and
communication skills. You can access their courses at
[Coursera](https://www.coursera.org/)
- -Udemy: Udemy has courses on improving
interpreting skills and reducing speaking anxiety. Explore their offerings at
[Udemy](https://www.udemy.com/)
YouTube
Channels
-Speak Confident English: This channel offers tips
and strategies to improve speaking confidence. Check it out
[here](https://www.youtube.com/user/speakconfidentenglish)
-Interpreter
Training Resources:
This channel provides resources and videos for improving interpreting skills.
Visit the channel [here](https://www.youtube.com/user/itrvids)
Language
Learning Apps:
- -Duolingo: Duolingo offers language learning
exercises that can help improve interpreting skills. Download the app
[here](https://www.duolingo.com/)
- -Babbel: Babbel provides
interactive lessons for language learning and communication skills. Explore
their app at [Babbel](https://www.babbel.com
/) s:
[nci.arizona.edu](https://nci.arizona.edu/resources/practical-audio-resources)
(1)
[theinterpretingcoach.com](https://www.theinterpretingcoach.com/3-useful-websites-for-boosting-interpreting-skills/)
(2) [interprenet.net](https://interprenet.net/consecutive-interpretation) (3)
[interpremed.com](https://interpremed.com/) (4)
:
For simultaneous interpreting, you can try theseLINKS
-http://interpreters.free.fr/simultaneous.htm
- a site dedicated to conference interpreting with a large number of
simultaneous and consecutive training tips and exercises
-http://www.orcit.eu/resources-shelf-en/story.html - an online
library of conference interpreting resources
-http://www.americanrhetoric.com/speechbank.htm - a large
repository of recorded speeches for simultaneous practice
-https://www.vsotd.com/ - Vital speeches of the day—resources
for simultaneous practice
-http://learningenglish.voanews.com/p/5611.html
- Voice of America news videos at three levels of difficulty and speed.
Includes texts and
EXERCISES FOR TRAINING
INTERPRETATION
3.1
Listen to a
colleague make a simple narrative speech while counting backwards aloud. Start
counting from a different number for each speech i.e., 357, 173 etc. Afterwards
summarize to the others what you heard and remember from the original speech.
(Seleskovitch and Lederer 2002:170)
3.2
Read out a word
in the source language. One person must give a target language version at the
same time as a second word is read out. The target language version of that is
given as a third word is read out, etc. To increase the level of difficulty use
whole phrases rather than single words. (Szabó 2003:76)
3.3
Read out simple
mathematical tasks. Students must solve them and answer while listening to the next
task. This can be done monolingually or from a source language into a target
language. (Szabó 2003:76 and Kalina 1992:254)
3.4
A similar
exercise is to ask a student a question. While they are answering the first
question a second is asked, to which the student will answer while a third is
asked etc. Initially the question and answer can be in the same language, later
in different language.
3.5
A question is
asked and students must answer "Yes" or "No" and repeat the
question while listening to the next question. For example.....
Ques:
Is consecutive interpreting fun?
Answer:
No consecutive interpreting is not fun.
This
can be made more difficult by moving up from Yes/No questions to Why? questions
requiring a longer more considered response - this is most similar to real
simultaneous interpreting. (Kurz 1992:249 and Kalina 1992:254)
The
exercises 3.1-3.5 above are arguably more useful than shadowing (see 3.11
below) as not only do you have to speak and listen at the same time but also
understand and think.This is therefore more similar to the tasks we complete in
the booth.
3.6
a) Play a
sentence from a tape, listen, stop the tape, think about how to interpret it,
speak the interpretation. Repeat. To increase the level of difficulty....
b)
Listen to a sentence, stop the tape, think about how to interpret it, speak the
interpretation while listening to the next sentence, stop the tape, think about
how to interpret it etc. Little by little the thinking pause can be reduced.
(also Van Dam 1989:170 and Nadstoga 1989:112)
At
a very early stage these exercise are a good introduction to the art of
listening and talking at the same time.
3.7
Interpret a
speech silently in your head. Then interpret the same speech aloud.
Speaking
and listening at the same time is not easy. Neither is thinking and listening.
This exercise is an interim stage in the process.
3.8
Improvisation
exercise. While in the booth, improvise a speech of 2 minutes on a subject
volunteered by a colleague.
This
exercise trains the split attention of the interpreter since as you improvise
you should be thinking ahead to your next sentence/paragraph so that the speech
remains fluent.
3.9
A more
difficult (and often entertaining) variant of the previous exercise. Do the
same as in 3.9 except students outside the booth show cards with keywords on
them at short intervals. The person speaking must incorporate the word/idea
coherently into the improvised speech.
In
addition to training split attention this activity accurately mirrors the lack
of control we have on content when in the booth, and trains you to think on
your feet.
3.10
Shadow or
paraphrase a speech (in the same language) while at the same time writing
something completely unrelated on a piece of paper. Ie. Numbers from 1-100 in
reverse order. (The Interpreter’s edge[2])
3.11
All sight
translation is in effect a division of your attention as you read ahead in the
text while speaking. See also the exercises in Part VI 5 Anticipation.
1. Exercise
In
the beginning, the students are given a text (250-300 words) in their native
language and are asked to read the whole text in 20-30 seconds. Then, they are
asked general questions about the subject of the text. In the second phase,
they are asked more specific questions (such as names, dates, places, etc.)
before they are asked to read the text for the second time. This time, they are
given 10-15 seconds to find the specific information. Lastly, the students are
given enough time to read the text thoroughly. This time, they are asked comprehension
questions. The same exercise is repeated with the texts written in L2. The aim
of this exercise is to develop reading comprehension and fast reading skills.
2. Exercise
In
the following weeks, the instructor chooses texts from various fields and gives
only the titles of the texts and asks students to use their passive knowledge
on the subject. For example, the instructor asks students what they expect from
a text entitled "Painful changeover to Euro". The students produce
key words by brainstorming on the subject. In the beginning they may wander
from the subject and produce irrelevant keywords. However, as they begin to use
their passive knowledge and make logical connections they will come to the
point. Then, the instructor randomly chooses keywords from the text and asks
students to make logical connections between those keywords and form a bold
outline of the text. The aim of this exercise is to enable the students to use
their passive knowledge and make logical connections between the facts. Following
this exercise, the students are handed out the original text and are asked to
check if their outline and assumptions are correct. Then they read the text one
more time by using fast reading techniques and mark the unknown words. However,
the instructor does not explain those unknown words at this stage.
3. Exercise
The
same text used in the previous exercise will be used in this exercise. This
time, the students are asked to analyze the text in detail. What is the type of
the text? Is it informative? Is it vocative? How is the form of the text? Does
it include titles, subtitles, articles, tables, graphs, etc? What is the
message of the text? Does the text include technical words, jargon,
abbreviations, etc? Are the sentences complex? Those questions will prepare the
student for the translation process. The following exercises will enable
students to develop their own strategies to deal with language-specific
problems.
4. Exercise
One
of the problems that perplex students is the presence of unknown words. This
problem also slows down the reading speed of students and disables them to deal
with other problems they face in sight translation. In fast reading process,
when the student encounters an unknown word, or a word that is difficult to
pronounce, his/her reading speed will slow down. However, in a slow and
meaningful reading process, he/she either will be able to guess the meaning of
the unknown word by using contextual clues or will realize that the word is not
crucial for understanding the message of the whole text. In some cases,
however, the word may be directly related to the message and it may cause
problems in translation if the word is omitted or ignored. Bearing this in
mind, the lecturer may choose texts that may help students to deal with unknown
words. The following strategies can be applied on the sample texts:
a.
To focus on the message of the
sentence/paragraph rather than the meaning of the word.
Sample
text: "If anyone is asked to rate a person, whom he knows
sufficiently well, on a number of personality variables, he will tend to be
influenced by his general opinion of the person. If he has a high opinion
of the person he will tend to rate him high on all desirable qualities, and
vice versa if he has a low opinion. (C.J. Adcock: Fundamentals of
Psychology)
b.
To guess the meaning of the word by using
contextual clues
Sample
text: If you were to place a human brain on a table in front of you, you would
notice that it is divided neatly into two halves vertically from front to back:
these are the right and left cerebral hemispheres. And each hemisphere
is further divided into four so-called lobes: the one at the front (the frontal
lobe) is responsible for controlling movement and for some aspects of emotions;
the occipital lobe (at the back) deals with sight, the lobe at the side
(the temporal lobe) is an important memory store; and the parietal lobe
(at the top) has a vital role in comparing and integrating information that
flows into the brain through the sensory channels of vision, hearing, smell and
touch. (Richard Leakey and Robert Lewin: People of the Lake)
5. Exercise
Another language-specific problem that may cause problems in the process of sight translation is complex sentence structures. Long, complex and compound sentence structures generally slow down the reading speed and increase the risk of wrong interpretation. Using "parsing" and "chunking" methods may eliminate this problem.
For
this exercise, the students are handed out texts, which are written in complex
sentence structures. The students are asked to parse each sentence in order to
work out to what grammatical type each word and clause belong. Then, they are
asked to determine the smallest semantic units in each sentence. Depending on
the sentence structure of the language they are translating into, they
restructure their sentences. However, it should be noted that the aim of this
exercise is to analyze the sentence structure and to re-formulate it in the
target language. The aim is not to use the same grammatical structure but to
give the same message in the target language.
6. Exercise
This
exercise will help students to focus on the meaning rather than the structure
and the words of a given text. The students are given texts written in their
native language and they are asked to "paraphrase" each sentence.
They are expected to use their own words to give the same message. They try to
re-express each sentence in 2-3 different ways without changing the meaning.
They are allowed to make additions and omissions, to break a long sentence into
smaller sentences, to combine short sentences and make a longer sentence and to
change the sentence structure (e.g. active sentences to passive, passive
sentences to active sentences). The only rule is not to change the meaning.
links and websites
for PowerPoint presentations on interpretingskills and reducing speaking
anxiety
Speaking Skills:
- https://www.slideshare.net/Umesh_Dhungana/public-speaking-skills-presentation
- https://www.canva.com/design/DAEOoVAihyI/share/preview?token=Kz3ScrRujGp6Ff4eWiZYyg&role=EDITOR&utm_content=DAEOoVAihyI&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton
Listening Skills:
- https://www.slideshare.net/daliabitar/active-listening-skills-presentation
- https://www.canva.com/design/DAD7E1sSepM/share/preview?token=3Zz_XltPnRLIe4r0JXOJgQ&role=EDITOR&utm_content=DAD7E1sSepM&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton
Linguistic Skills:
- https://www.slideshare.net/katieklar/linguistic-skills-presentation
- https://www.canva.com/design/DAD_h4gEcAA/share/preview?token=wBvYYKvR-M6TpcH-9h_GCQ&role=EDITOR&utm_content=DAD_h4gEcAA&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton
Analytical Skills:
- https://www.slideshare.net/TORInducttrain/analytical-skills-presentation
- https://www.canva.com/design/DAD7E2GL3wk/share/preview?token=dmZPiIWN7R4l-XzRmgsR4A&role=EDITOR&utm_content=DAD7E2GL3wk&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton
Reading Skills:
- https://www.slideshare.net/judithjhay/reading-skills-presentation
- https://www.canva.com/design/DAD7E3UOSMc/share/preview?token=w96FYVrLZ-0PH-e8r8xEXw&role=EDITOR&utm_content=DAD7E3UOSMc&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton
Encoding, Decoding, and Recording Skills:
- https://www.slideshare.net/Grosbena/encoding-and-decoding-skills-presentation
- https://www.canva.com/design/DAD7E4r8k-Q/share/preview?token=7qQFyKh1HGlI5LYPftSAhw&role=EDITOR&utm_content=DAD7E4r8k-Q&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton
Compensation, Reformulation, Inference, and Note-taking Skills:
- https://www.slideshare.net/vsamplematched/compensation-reformulation-inference-and-notetaking-skills-presentation
- https://www.canva.com/design/DAD7E5OQlVg/share/preview?token=ogKE6sKbJ1Xt3riZebXQpA&role=EDITOR&utm_content=DAD7E5OQlVg&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton
Resources for Flashcards for improving interpreting skills and reducing speaking anxiety :
Speaking and Listening:
[Anki](https://apps.ankiweb.net/)
- A flashcard app that allows you to create and study your own flashcards
[Quizlet](https://quizlet.com/)
- A website and app that provides flashcards and study games for a variety of
subjects
[Memrise](https://www.memrise.com/)
- A language learning app that uses flashcards and spaced repetition to help
you learn vocabulary and grammar
: Linguistic and Analytical Skills
[Glossika](https://ai.glossika.com/)
- A language learning platform that uses flashcards and audio recordings to
help you learn grammar and vocabulary in context
[LingQ](https://www.lingq.com/)
- A language learning platform that uses flashcards and audio recordings to
help you learn vocabulary and grammar in context
[Clozemaster](https://www.clozemaster.com/)
- A language learning game that uses flashcards and cloze exercises to help you
learn vocabulary and grammar
: Reading and Encoding Skills
[Readlang](https://readlang.com/)
- A web-based platform that allows you to read texts in foreign languages and
create flashcards from the words you don't know
[-Lingro](https://lingro.com/)
- A web-based platform that allows you to read texts in foreign languages and
create flashcards from the words you don't know
[Flashcards
Deluxe](https://www.flashcardsdeluxe.com/) - A flashcard app that allows you to
create and study your own flashcards, with features specifically designed for
language learning
Decoding, Recording, and Compensation Skills:
[-Shadowing
Technique](https://www.fluentu.com/blog/language-learning/shadowing-technique/)
- A technique that involves listening to a recording and repeating what you
hear, word for word, in order to improve your decoding and recording skills
[-Dictation
Exercises](https://www.dictation.io/) - A website that provides dictation
exercises in a variety of languages, to help you improve your decoding and
recording skills
[-Language
Transfer](https://www.languagetransfer.org/) - A language learning platform
that uses a unique method to help you learn grammar and vocabulary, with a
focus on decoding and compensation skills.
: Reformulation, Inference, and Note-taking Skills
[-Paraphrasing Exercises](https://www.usingenglish.com/articles/paraphrasing-exercises.html)
- A website that provides exercises to help you practice paraphrasing, which
can improve your reformulation skills
[-Inference
Exercises](https://www.englishclub.com/reading/inference-exercises.htm) - A
website that provides exercises to help you practice making inferences, which
can improve your inference skills
[-Note-taking
Techniques](https://www.mindtools.com/pages/article/note-taking.htm) - A
website that provides information on various note-taking techniques, which can
help you improve your note-taking skills
Links and Websites
to improve Interpretation Skills:
Speaking and Listening Skills:
-Verbling (https://www.verbling.com/) - Online language learning
platform with tutors for practicing conversation
-Tandem (https://www.tandem.net/) - Language exchange app for
practicing conversation with native speakers
-Speechling (https://www.speechling.com/) - Provides feedback on
pronunciation and speaking skills
Linguistic and Analytical Skills:
-Lingvist (https://lingvist.com/) - Adaptive language learning
platform that focuses on vocabulary and grammar
-Duolingo (https://www.duolingo.com/) - Fun and interactive
language learning app with exercises for various skills
-Memrise (https://www.memrise.com/) - Helps with memorization
and language learning through flashcards and games
Reading and Comprehension Skills:
- -Readlang (https://readlang.com/) - Allows
you to read articles and books with integrated dictionary and translation tools
- -News in Slow
(https://newsinslowenglish.com/) - Provides news articles at different
difficulty levels for reading practice
- -LingQ (https://www.lingq.com/) - Helps you
learn languages by reading and listening to content of your choice
Encoding, Decoding, and Note-taking Skills:
- -Anki (https://apps.ankiweb.net/) -
Powerful flashcard-based memorization tool for learning and retaining
information
- -Notion (https://www.notion.so/) -
Versatile note-taking and organization platform with various features
- Microsoft OneNote (https://www.onenote.com/) - Digital note-taking
tool with features for organizing and sharing notes
Compensation, Reformulation, and Inference Skills:
- Linguee (https://www.linguee.com/) - Bilingual dictionary and
translation tool that provides context-based examples
- DeepL (https://www.deepl.com/) - AI-powered translation tool that
often outperforms traditional machine translation
- Reverso Context (https://context.reverso.net/) - Provides
translations and examples of how words and phrases are used in context
Remember, the key to reducing speaking anxiety is consistent
practice and exposure to the target language. Engage with these resources
regularly, and don't hesitate to reach out for feedback or support from
language learning communities
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