Text-to-Speech Software as a Resource for Independent Interpreting Practice by Undergraduate Interpreting Students

Abstract

This article proposes a model for integrating text-to-speech software (TTS) in students’ interpreting training and practice. It shows the aims of the model, the definition of TTS, the advantages of using TTS, how to search for TTS, instructional stages with TTS, and the interpreting instructor’s role. The students can use TTS software online; download it to their laptop, use a Google Chrome extension to listen to webpages, online ebooks, Google Docs, webpages, and emails; or use a TTS mobile app. Practicing interpreting with TTS starts with introducing students to the TTS, how to copy and paste a text in the text area block, choosing a male or female reader, American or British accent, and reading speed. The students practice interpreting with TTS on their own, out of class.  They listen and interpret without looking at the screen. They practice different interpreting modes (simultaneous, consecutive, liaison and sight interpreting). They can take notes only in consecutive and simultaneous interpreting. In sight interpreting, they interpret while reading the text from the screen silently without listening to the text being read. They practice individually, in pairs or small groups where they can listen to each other’s interpreting and provide feedback ad comments on the quality and errors. The instructor serves as a facilitator. She can help the students find and download TTS that meet their needs and may select texts and exercises for the students to practice. She follows the students up to make sure they are making the best use of the TTS software. The article concludes with some recommendations for interpreting practice with TTS and other forms of technologies that can be utilized in student-interpreters’ training and self-study.