Abstract:
The study aims at investigating the possibility of using simultaneous interpretation in learning speaking and listening skills for 3rd year EFL students at Sudanese university. The research focused on six parameters; mainly, exploring the effect of interpretation in developing learners speaking and listening skills; developing speaking sub- skills, identifying English language prosodic features; examining the impact of interpretation in rising learner’s awareness of English language items; clarifying the impact of interpretation in developing learners use of syntactic structures. The data were gathered through experimental method, where experimental group (A) which exposed to simultaneous interpretation tasks and control group (B) were used, speaking and a listening 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, (SPSS) program was used for data analysis, the results were set in the form of graph and chart that shows different statistics constrains such as a comparison between group (A) and (B) based on the mean and difference, in addition to frequency and percentage of each item in the questionnaire, and the means and standard deviation. The results have shown a significant difference between the two groups, it is found that when the students are exposed to simultaneous interpretation their speaking and listening skills have been noticeably increased. The findings show teachers positive attitudes towards using simultaneous interpretation in EFL classes. They believe that ‘interpretation is beneficial for language learning. It improves students' self-confidence in speaking; besides interpretation from L2 to L1 makes faster development in L2 listening’ and also using L1 helps learners become more familiar with (L2) the target language culture. Moreover, SI develops language items i.e. vocabulary; improves syntactic structure i.e. complex sentence; fosters prosodic features i.e. intonation; enhances speaking sub skills i.e. fluency and accuracy. The researcher recommends a number of recommendations of which are: It is important to use interpretation as a teaching aid to develop learners’ different speaking and listening skills because it creates a suitable language practice environment for the students so that they are able to practice speaking and listening skills at any time. The curriculum designers should incorporate interpretation in the future syllables as well as, the authorities should use interpretation for teaching EFL students and f training programs. In addition to some suggestions for further studies.
