Little research has been done on ST; it is rarely mentioned in discussions of the skills
required of interpreters and translators or of the mental processes involved in interpre
tation (Jiménez Ivars, 1999). Courses designed for the training of interpreters often de
vote less time to ST than to other modes of interpreting. Agrifoglio (2004) mentions that
many scholars view it as a mere pedagogical exercise for getting started in the techniques
36 SIGHT TRANSLATION 897
of interpreting and improving their oral skills. For example, Viaggio (1992) calls ST “per
haps the most effective and complete prelude to and preparation for attacking simulta
neous interpretation” (p. 45). Descriptions of interpreting modes often omit ST altogether.
Only Weber (1984) and Gile (1995) discuss ST in any detail in their books on training in
terpreters. Although they do refer to ST as a mode of interpretation and provide exam
pies of real-world applications, they primarily emphasize its value as a method of training
interpreting students:
Through sight translation, students learn how to conduct themselves in front of
an audience. They also acquire the basic reflexes required to transpose a mes
sage into another language (assuming that they have not had any translation
courses beforehand). Moreover, they develop a swift eye-brain-voice coordina
tion, which becomes vital in the process of simultaneous interpretation of speeches
that have been prepared beforehand and are read at top speed by the speaker.
Finally, it is a little easier to analyze a message that is presented visually than one
that is presented orally. (Weber, 1984, pp. 27—28)