The Role of Cognitive Theory in the Teaching of Simultaneous Interpreting

Through this study, we attempted to examine, in the light of cognitive theory, simultaneous interpreting teaching at the University of Badji Mokhtar – Annaba, by a sample group of master's degree students in oral and written translation (Arabic- French) in order to analyze the contribution of cognitive theory into the teaching of simultaneous interpreting due to the absence of specific technologies for this discipline. Through this study, we have deduced that the contribution of cognitive theory to the teaching of simultaneous interpreting is huge, especially in the early stages of learning. Lambert's exercises are capable of providing a good theoretical and practical foundation as an introduction to the practice of interpreting while simulating the profession even in the absence of adequate equipment. However, such equipment remains essential in specialized training for interpreting, simultaneous interpreting, and conference interpreting.