Recent developments in many fields such as international relations, business, trade, social sciences, and technology and the need for accessing information in the shortest possible time necessitate an active and effective communication medium. Translation, notably interpretation, is one of those communication media.
The term "interpretation" generally brings simultaneous, consecutive or liaison interpretation to mind. Sight translation has mostly been considered as a supportive interpretation method for simultaneous and consecutive interpretation. Jean Herbert (1952) characterized sight translation as a type of simultaneous interpreting. For many scholars, sight translation is just a pedagogical exercise for getting started in the techniques of consecutive interpreting and simultaneous interpreting, an exercise by which interpreter trainees can learn to react quickly and improve their oral skills (Spilka 1966; Curvers et al. 1986; Weber 1990; Falbo 1995; Viaggio 1995). However, sight translation, consecutive interpreting and simultaneous interpreting are performed under different conditions. Even though there are similarities in the mental process, the overall process is different. In sight translation, the translator reads a written text, whereas the interpreter, in both consecutive and the simultaneous modes, listens to a speaker. Due to the differences in the process, the methods and strategies that an interpreter trainee uses in sight translation will change.
This paper will present some suggestions for sight translation teaching. However, sight translation will not be considered as a supportive method for simultaneous and consecutive interpretation but a sole interpretation method that can be used by the interpreter trainees in various fields.