Abstract:
The study aims at investigating the possibility of using simultaneous interpretation in learning speaking skill for EFL students at Sudanese universities. The study is intended to examine the impact of interpretation in developing learners’ speaking sub skills, and the use of language prosodic features. The data were gathered through experimental method, where experimental group (A) which exposed simultaneous interpretation tasks and control group (B) were used, then a speaking five scale rubrics were used to measure students’ performance. As well, the researcher used a questionnaire to elicit English language teacher’s views on the use of simultaneous interpretation in EFL classes. In this study, the statistical method (SPSS) has been used for data analysis. The results have shown a significant difference between the two groups, It is found that when the students are exposed to an simultaneous interpretation their speaking skill have been noticeably increased. The findings show teachers positive attitudes towards using simultaneous interpretation in EFL classes. It improves students' self-confidence in speaking; and also using L1 helps learners become more familiar with (L2) the target language culture. The researcher recommend that it is important to use interpretation as a teaching aid to develop learners’ different speaking skill. Besides, she suggest a training program for using interpretation in EFL classes.
