Relevance theory and simultaneous interpreting: implications for teaching

The present paper discusses a possible application of Relevance Theory (henceforth RT) to the teaching of simultaneous interpreting (henceforth SI). Since interpreting students do not have an audience listening to them during classes (apart from the teacher), it is easy to forget that interpretation is a text meant for immediate ‘consumption’ by real people. RT can be useful on two levels. Firstly, it can enhance the interpreter’s comprehension of the SL text, in particular by highlighting the difference between linguistic expression and speaker-intended interpretation, a key issue in translation and interpreting. Secondly, knowledge of RT helps understand the original context, and may help interpreters become more aware of its accessibility (or otherwise) to the TL audience. For example, this includes an appreciation of cultural differences which may make it necessary to render information explicit to the TL audience. A practical example of the application of RT concepts to text analysis in an interpreting class is provided in the paper.