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The next interactive form in teaching interpreting can be student interpreting competitions, which are considered as a means of professional training of an interpreter, personal growth and a necessary stage in the professional development and formation of a future interpreter. Participation in events of this nature allows the student to get an objective assessment of their skills and abilities by comparing themselves with other participants, to understand what is worth working on in the future, and to gain experience in translating in conditions that are as close as possible to real situations.
M. M. Stepanova and B. A. Naymushin in the article “A Day Equal to a Year: Student Interpreting Competition as a Means of Becoming a Professional Translator” [59] highlight some features of interpreting competitions. Firstly, they are similar to performing arts competitions for musicians, since both activities are creative in nature, they require special training and many years of practice, as well as the ability to work in front of an audience. Secondly, the Interpreting Competition and the Performing Arts Competition are held in real time and judged by an experienced jury of interpreting teachers, practicing translators and representatives of the translation industry. At interpreting competitions, students have the opportunity not only to receive an objective assessment and feedback from representatives of translation companies for further improvement, but also to demonstrate themselves to potential employers, and also prepare psychologically for the work of an interpreter. Finally, thirdly, it is important to note that in such competitions there is an element of the game, the conditions are recreated as close as possible to reality, as noted earlier, and the participants are in a tense and stressful situation, preparing for their presentation to the audience. In the case of interpreting competitions, students translate unfamiliar materials, which is much more difficult psychologically for the participants.
Various difficulties arise in organizing student interpreting competitions, and such events require careful preparation. Among the tasks of the organizers are informing and attracting students, inviting a jury, selecting materials for translation, developing evaluation criteria, holding additional events (master classes, trainings, lectures) as part of the competition, and many other organizational issues.
The organizers also have the task of choosing options for providing materials for translation. The first option is reading the text for translation, which is an imitation of a real translation process, but, nevertheless, has its drawbacks, for example, the speaker can read the text for translation with different intonation, speed, focusing on different fragments of the text, which does not provide equal participation of all students in the competition. The second option is to demonstrate a video fragment from a pre-prepared speech, which puts all participants in the competition on an equal footing, but this format is not close to real translation practice.
It is also necessary to say about the voting procedure, which can take various forms. For example, voting can be carried out using cards that the jury members present immediately after the performance of the contestant. Voting can also take place secretly through the use of technical means. The order of performance of the contestants is traditionally determined by the drawing procedure.
An important point is the previously known topic of the interpreting competition, which gives participants the opportunity to get acquainted with the terminology, study the features of the industry being translated and allows them to be psychologically prepared for such an event. Thus, student interpreting competitions are a tool for the professional training of future specialists, increasing motivation and interest in the profession of an interpreter.
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