My introduction to the world of interpreting took place three years ago. The very first class started with some memory training techniques. At that time, without having any real experience, I thought of them as just a simple warm-up rather than an essential skill. These techniques were somewhat enjoyable and interesting rather than boring and mandatory. The teacher read us short poems and asked us to say which flowers or animals were mentioned in it, and played a snowball game with us. However, as I gained more experience, I understood that my attitude towards them was completely wrong and that these “childish” exercises laid the foundation for a career as a professional interpreter. My last year at the university was especially hard because we had a lot of conference interpreting and were spending time in the interpretation booth. So, in order to succeed, I constantly used memory training techniques and even won an interpreting competition at my university.
Let’s now take an overall look at interpreting and memory skills. Throughout history, the profession of interpreter has played a vital role in bridging linguistic and cultural gaps, contributing to international cooperation and the world’s stability. However, being a professional interpreter isn’t that simple – it requires not only a unique combination of an extensive vocabulary, and excellent written and verbal communication skills in both languages, but also “a powerful memory” (Mahmoodzadeh, 1992, p. 233). Indeed, among the many cognitive skills essential for interpreters, memory stands out as a fundamental pillar of their efficiency. An omitted detail can impact the whole process and have serious consequences not just for the interpreter, but also for the audience and the overall communication flow. That’s why Phelan states that “when an interpreter is working, he or she cannot afford to have a bad day. One bad interpreter can ruin a conference” (2001, p. 4). Inspired by the challenges I’ve faced and the knowledge I’ve acquired, I decided to write this article to highlight the importance of memory training in interpreting and introduce several memory training techniques, particularly for students and novice interpreters who are at the beginning of their career.
What Is Interpreting?
Before proceeding with the memory training, it is essential to understand what the term “interpreting” means. It has, in fact, been defined many times by different scholars. Interpreting is defined as “a purposeful approach to communication that facilitates meaningful, relevant, and inclusive experiences that deepen understanding, broaden perspectives, and inspire engagement with the world around us” (National Association for Interpretation). Another definition, provided by Mahmoodzadeh, is as follows, “presenting in the target language, the exact meaning of what is uttered in the source language either simultaneously or consecutively, preserving the tone of the speakers” (1992, p. 231). Thus, it can be concluded that interpreting isn’t merely a mechanical process of converting words from one language to another. It is, rather, a cognitively demanding process, which requires various skills, such as deep comprehension, cultural awareness, quick thinking and well-trained memory. Indeed, having a well-trained memory enables interpreters to retain, process, and reproduce information efficiently, ensuring high-quality interpreting services.
What Are Short-Term Memory and Long-Term Memory?
Psychological studies on human memory distinguish short-term memory (STM) and long-term memory (LTM). LTM involves encoding information for recall over weeks, months, or even a lifetime. In contrast, STM can be defined as the memory mechanism that allows for the retention of a certain amount of information over a short period of time. The exact duration of STM has long been a topic of debate as different studies showed diverse results (Atkinson & Shiffrin, 1968; Burgess & Hitch, 2006; Page & Norris, 2009), but it generally varies between 6 and 30 seconds. So, this is the approximate amount of time interpreters have to write down the key details or create some associations before the information fades. This narrow window of time highlights the importance of developing memory skills to ensure nothing important is lost during interpretation.
Although some readers might think that the use of memory training isn’t particularly important due to note-taking, it should be clarified that while note-taking, interpreters don’t write down the entire speech of their speakers because that is neither part of their job, nor the main purpose of interpreting. Instead, they make reminders of the content of the speech. This method allows them to evoke associations with some key details of the speech and to restore its message with the help of their highly trained memory.
Memory Training Techniques
At this stage, we have a clear understanding of the fact that interpreting is both demanding and challenging, and can now turn to practical techniques from my personal experience. These exercises once helped me improve my interpreting skills and might be useful for those who seek to work more efficiently while interpreting.
Shadowing
This is one of the most popular memory training techniques. I remember my English interpreting classes, at the beginning of which we entered the interpretation booth and practiced this exercise. The point of this activity is that the interpreter should repeat the speaker’s words exactly, in the same language, with a slight delay of one or two words. As proficiency improves, the delay might be extended. So, for this exercise, texts should initially be short and gradually increase in length. Those practicing alone can record a text or use broadcasts (radio, TV), while group practice can involve one person reading the text and another repeating it. Moreover, if interpreters practice using broadcasts, news channels, or interviews, they can also try to preserve the tone of their speaker. This technique is commonly used as training for simultaneous interpreting because it allows interpreters to listen and speak at the same time.
There are also other types of shadowing. For example, shadowing with a twist, which involves repeating the speaker’s speech in the same language but with a slight pause, and freer shadowing with a twist, where the interpreter rephrases the speech using different words.
You might be surprised, but sometimes shadowing can be even harder than interpreting. This is related to the fact that while shadowing, you are supposed to repeat immediately without necessarily processing meaning.
Dictation
This type of exercise is very useful and might help capture key information, dates, and numbers more quickly. For self-studying, it is recommended to use news broadcasts. At the beginning, you can select reports with a limited amount of numerical data. Later, it is advisable to gradually turn to business news, which contains more numerical information. The duration of a segment should not exceed two minutes. Note-taking is possible for this exercise. During group training, one participant can read out numerals with different units of measurement, dates, or other numerical data. Afterwards, students can read aloud what they managed to write down.
Mnemonics
Another technique, which is efficient in memory training, is mnemonics. “It is a device, such as a formula or rhyme, used as an aid in remembering. Mnemonics are methods for remembering information that is otherwise quite difficult to recall” (Zhong, 2003, Section 3). In fact, it is believed that most people retain visual information better than something spoken or just a written text because images stay in the memory longer than some abstract data. Therefore, when you transform language and numbers into interconnected images, it becomes easier to encode both the information and its structure.
For example, interpreters listen to a series of words, each following a specific theme, except for a few unexpected words that don’t correspond to the topic (e.g., sunflower in a political context or taxation in an artistic one). These extra words introduce an element of surprise, reflecting real-life interpreting challenges. After listening, interpreters are supposed to restore these series, either including or excluding the unexpected words, using principles of similarity, contrast, sequence, and simultaneity. This exercise allows them to apply associative memory techniques, first with word sequences and later with coherent texts.
Salami technique
This technique, also known as “segmentation,” helps the interpreter cope with the cognitive load of dense information. It refers to breaking up the speaker’s long sentences into a number of short, self-contained ones and then connecting them appropriately. This exercise can be performed with both oral and written texts. Interpreters should read long, difficult sentences only once before dividing them up. This can improve STM retention as well as focus and accuracy. I think that it is one of the most challenging and useful exercises for interpreters because it shows that translation and interpreting are primarily about meaning, not just words or phrases. This exercise can teach interpreters to read a long phrase, extract its meaning, and rephrase it more concisely and accurately.
Moreover, if you enjoy challenges as much as I do, you can try doing all these exercises in a language pair where neither language is your native one—for example, French and English in my case.
Conclusion
It’s now clear that memory is an essential skill for every interpreter. Having a well-trained memory means retaining key details, managing dense information, and transitioning smoothly between speech segments. As this article demonstrates, memory can be trained and is not just an innate skill. Through consistent practice, interpreters can enhance their efficiency and tackle real-time linguistic challenges with confidence. I sincerely hope that these techniques, along with my personal experience, will help future interpreters at the start of their professional journey.
Bibliography
Atkinson, R.L., & Stiffrin, R.M., 1968. Human memory: A proposed system and its control processes, in K.W. Spence, J.T. Spence (eds.), The psychology of learning and motivation, 2, 89-195. London: Academic Press.
Burgess N., & Hitch G. J., 2006. A revised model of short-term memory and long-term learning of verbal sequences. Journal of Memory and Language, 55, 627–652.
Mahmoodzadeh, K., 1992. Consecutive interpreting: Its principles and techniques. In Dollerup, C., & Loddegaard, A (eds.), Teaching Translation and Interpreting: Training, Talent and Experience, 231-236.
Page M. P., & Norris D., 2009. A model linking immediate serial recall, the Hebb repetition effect and the learning of phonological word forms. Philosophical Transactions of the Royal Society of London Series B, Biological Sciences, 364, 3737–3753.
Phelan, M., 2001, The Interpreter’s Resource, Clevedon, Buffalo, Toronto, Sydney: Multilingual Matters Ltd.
Zhong, W., 2003, Memory training in interpreting. Translation Journal, 7(3), 147–152.
