Ministry of higher and secondary special education of the republic of uzbekistan uzbek state world languages university

Conclusion on the first chapter.
In the first chapter we defined conceps and definitons of the methods of simultaneous interpretation with releveant examples and some supprotive evidences, we tried to make point on the topics of masters of this work.
Given the rapid expansion of the use of modern information technologies
in the field of simultaneous interpretation, it is advisable to make appropriate changes to the professional training of translators. In particular, this can be done by introducing the module "Innovative Synchronous Translation Technologies", which should include the study of Remote Simultaneous Interpreting and Computer-Assisted Interpreting. The study of these technologies is possible through the creation of a specialized laboratory for simultaneous interpretation with the appropriate set of technical equipment and software. Conducting a complex of laboratory work in such a laboratory should ensure the formation of a number of skills necessary for the professional work of a modern simultaneous interpreter. To this purpose, we developed a scheme for such a laboratory for its implementation in the educational process of training interpreters and tested it. In particular, these are the skills of working with a cloud-based remote translation platform; synchronous interpretation skills with the reception of audio signal broadcasting over the Internet and its perception through headphones and reliance on the video image of the speaker's speech on the monitor screen; technical skills of working with the interpreter's desk; computer-assisted interpreting skills in conjunction with Automatic Speech Recognition; simultaneous interpretation skills with the perception of speech through headphones, ability to visual perception of terminological information from the monitor screen in the interface of CAI, and of the text in the interface of ASR and with visual observation of the speaker and audience.
Tools from linguistics and logic seem to offer some descriptive benefits for SI corpus analysis and may help to elucidate such venerable theoretical issues as the relative importance of language and context, or even inform pedagogical strategies. But the automation of tasks like translation evaluation still seems barred by a complexity problem, particularly in the absence of a means of simulating relevance to constrain the range of possible logical inferences from text. Meanwhile, linguistic analysis extended to pragmatic and cognitive dimensions at least provides the basis for a possible interface with other branches of cognitive science, offering some prospect for true interdisciplinarity between contributing fields like psychology, linguistics, and perhaps one day, neurology.
Simultaneous translation is characterized by a significantly higher level of information loss and a lower level of its assimilation. This situation is associated with the use of speech compression techniques and speech prediction techniques. Speech compression is a way to reduce the syllable value of the text without causing significant damage to the performance of the communicative task of the speaker. Prediction of the speaker's speech is possible only if the simultaneous interpreter has a high level of knowledge on the topic of the speaker. The use of these techniques is a necessity due to the extremely limited amount of time allotted for translation. However, if we take into account the fact that in modern languages a certain proportion of words do not carry any new information and some of the information is not always perceived by listeners, then we can conclude that simultaneous translation has more positive characteristics than negative ones.