Any fiction text is written to create a special influence on the conscious of a reader, to inform or to impose author’s views and attitudes on the recipient. This fact if analyzed according to the pragmatic approach implies that every text is a way of communication. V. N. Komissarov states that any text has communicative message, that is transmitted from the author to the addressee, some information that must be understood by the one to whom the message is addressed. The process of perceiving this information is interpreted by Komissarov as “certain personal attitude to a text”. Such attitude is defined as pragmatic relations. The received information can have a deep influence on personal interests, feeling and emotions induce a definite reaction.

Matveeva G. G. considers that by the pragmatics of the text one should understand some “aspect of functioning of the linguistic units the choice of is subjected to intentional and influential task of the addresser, provided that situational context is also considered”.

Consequently, the pragmatic potential of the text is a result of the deliberate choice of the language units and the realization of the context by the means of the language (the formal organization of the content). Author selects the most suitable elements of the language for the emotional atmosphere and psychological states of the character  to be created to reflect author’s attitude to the created reality of the fiction, so in such a way the role of author in a text is materialized.

M. S. Chakovskaya states that the text on the level of pragmatics is to be analyzed in the direction from the content to the linguistic means.

The influence of the fiction text on a reader on the syntactical level is created by the variability of the verbal organization of ideas into the structure of the sentence or paragraphs of the discourse.

Pragmatic approach towards the investigation of fiction contributes to a different understanding of the essence of a text. This approach implies that a written text is an action that connects the communicants of literal and aesthetic interaction – a reader and the author.

The syntactical structure of the text, as seen in pragmatics, is a material structure of a complex communicative act. So, syntactical structure is chosen by the author according to his design to influence the reader, to make him think about the information that is given implicitly, to evoke some feelings and emotions, like disappointment, anger, anxiety etc. Evidently, the feelings should correspond to the emotional background of described events or situations. Summarizing works of Aleksandrova O. V., Filimonova O. E., Gaibova M. T. the fact that a researcher turns to analyzing the following issues can be stated:

1. Functioning of stylistic figures of speech on the level of syntax in the realization of communicative intentions;

2. Influence of the syntactical structure of the text on the interpretation of explicit and implicit meanings;

3. Interrelationship between the formal structure of a sentence and contextual situation;

4. Possibility to use one and the same stylistic syntactical pattern in different communicative situations and with different aims;

5. Defining a fragment of text as a complex of pragmatic intentions, which  represent the content of the given information and reflect emotional patterns.

In this article pragmatic functions of parenthetic insertions¹ according to the identified above  problems of syntax in pragmatics will be under investigation. The works of  Ian  McEwan are the material for this investigation as Ian McEwan is a typical English writer of short stories and novels of the XXI century. His latest works got a number of positive reviews, some of them were even a kind of international praise. The magazine ‘Kirkus Reviews’ gives the following characteristic of McEwan’s novels: “subtly and sweetly novels that are masterful manipulation of the relationship between fiction and truth”. Critics maintain that they are as funny as they are thoughtful.   The Guardian states that “a reliable pleasure in Ian McEwan’s works has always been the brilliance of his openings”. From the theoretical point of view the novels of Ian McEwan are a typical example of postmodernism.

Parenthetic insertion is a term that was introduced by O. V. Aleksandrova and O. V. Dolgova to describe a figure of speech that is “intervention  into the linear structure of the sentence of a certain syntactic construction that breaks the syntactical links within a sentence”. They state that such stylistic device gives an additional expressiveness to a sentence. As it is known, parenthetic insertions are modal in character, such modality being a precondition for the function of influence. It should be mentioned that parenthetic insertions contain additional information, which in its turn directly influences the interpretation of the whole statement, rather frequently changing the modal coloring of a fragment of fiction. Parenthetic insertions are used in various communicative situations as their content can not be limited to the expressing only one particular feeling or giving additional factual information that is likely to be ignored by the reader’s attention.

I. R. McEwan abundantly uses parenthetic insertions in his works . The functioning of parenthetic insertions in his work is multifaceted and this is illustrated by the following examples.

The most frequent use of parenthetic insertions is subjected to the informative function. Additional information can give more precise details or specify what was already said.  This function of parenthetic insertions is typical for fiction:

He was in his early fifties – about my father’s age – and I knew only what he had already told me.

Some hours before dawn Henry Perowne, a neurosurgeon, wakes to find himself already in motion, pushing back the covers from a sitting position, and then rising to his feet.

Functioning of parenthetic insertions in the works of McEwan can be also defined as expressing of personal attitude towards reality:

I’ll be accused, and rightly, of lying in my statement to the Press Association, <…>, of selling my independence of thought. 

His vision – always good - seems to have sharpened.

Besides, parenthetic insertion depicts attitude to the statement itself:

Also, I had to clear the decks before I could write a letter, and perhaps (do I dare say this to you?) <…> I was erasing you.

This is the case when the information, being secondary to the informative aspect of statement, is highlighted so that the reader concentrates his attention the insertion. In this way the author (or a character) indirectly imposes his own views on a reader.  He understands exactly what he was meant to understand – the actual feelings of a character (in this case his tension and his hesitation). The parenthetic insertion in the utterance can serve as a means of expressing not only the formal content (giving additional information), but of representing the feelings and attitudes of the character as well (self-reflection of a character).

Parenthetic insertions can also give background understanding. This function, performed by the considered stylistic device,  is not closely connected with the influence on a reader, but they  contribute to desirable immersion into the given text, imitating the flow of thought of a real person – his attitudes, uncertainty and conclusions combined together:

What they needed, even if they did not know it, was what the CIA could provide – organisation, structure and, above all, funding. 

I talked of Churchill, not as a politician, but as a historian (I summarised the ‘incomparable’ account of Trafalgar), as the Nobel Laureate for Literature.

He’s about to wake Rosalind – he knows she’ll be thrilled by the sight – but he wonders if she’d get to the window before the comet disappears.

Parenthetic insertions increase the pragmatic power of the text since they are modal in character, so they cause a definite emotional reaction on the given message.

Parenthetic insertion as a stylistic device is used in I. McEwan works with various aims, so the conclusion that one and the same figure of speech is used as a formal structure of communicative act to influence in various ways is naturally driven at. Language of a  fiction text has a special intention to the expressiveness, it serves as a subject of representation itself. That is why the investigation of the formal structure of the text has always been an issue in linguistics.  Esthetic attitude to the language, according to Mechkovskaya N. B., is possible when the formal aspect stops being only a form and acquires an esthetic value itself. Pragmatic approach is developed to identify both the formal structure and communicative value of a fiction text.

[1]  Вводные конструкции, термин, используемый  О. В. Александровой, в работе «Проблемы экспрессивного синтаксиса»

Simultaneous interpreting (SI) is a complex and demanding skill that requires a high degree of linguistic proficiency, cognitive agility, and specialized training. In recent years, the field of SI has witnessed a paradigm shift in teaching methods, with the integration of innovative approaches and technologies that are empowering aspiring interpreters to reach new heights of proficiency.

Traditional SI training methods often focused on rote memorization and grammar drills, neglecting the development of essential cognitive and strategic skills. Modern teaching methods place a greater emphasis on developing these skills, which are crucial for effective SI performance.

• Interactive Simulations and Virtual Environments: Modern teaching methods leverage interactive simulations and virtual environments that replicate real-world scenarios. Simulators allow students to practice in a controlled environment, honing their skills in handling diverse topics, accents, and speech patterns.
• Technology Integration: The integration of cutting-edge technologies plays a pivotal role in modern teaching methods. Computer-assisted interpretation tools, speech recognition software, and collaborative platforms enhance the learning experience, providing students with exposure to the latest advancements in the field.
• Multidisciplinary Training: Simultaneous translation is not solely about linguistic proficiency; it requires a deep understanding of various fields. Modern teaching methods embrace multidisciplinary training, exposing students to subjects such as law, medicine, and international relations to enhance their subject-specific knowledge.
• Remote Learning and Global Collaboration: The rise of remote learning platforms facilitates global collaboration among students and professionals. Virtual classrooms and online platforms connect learners with instructors and peers worldwide, providing diverse linguistic contexts and real-time collaborative experiences.
• Neurocognitive Approaches: Modern teaching methods incorporate neurocognitive approaches to better understand the cognitive processes involved in simultaneous interpretation. Insights from cognitive science help educators tailor training programs to optimize cognitive load and enhance interpreting performance.

One key approach is cognitive training, which involves exercises that target specific cognitive abilities, such as auditory processing, working memory, and selective attention. These exercises help interpreters develop the mental stamina and flexibility needed to process and translate information rapidly and accurately.

Another essential aspect of modern SI training is strategy development. Interpreters must learn to employ various strategies to cope with the demands of the task, such as note-taking techniques, anticipation skills, and strategies for dealing with unfamiliar or difficult passages.

Technology has emerged as a powerful tool for revolutionizing SI training. Interactive software programs can provide personalized feedback on interpreters’ performance, allowing them to identify areas for improvement and track their progress over time.

Virtual reality (VR) and augmented reality (AR) technologies are also being explored for SI training. VR simulations can immerse interpreters in realistic scenarios, allowing them to practice their skills in a stimulating and engaging environment. AR applications can overlay translations onto real-world video streams, providing real-time feedback and guidance.

Effective SI training requires a strong focus on fluency and confidence. Interpreters must develop the ability to speak spontaneously and fluently in both their native and target languages.

Immersion programs, in which interpreters are immersed in the target language environment, can be highly effective in promoting fluency. These programs provide opportunities for interpreters to practice their language skills in authentic contexts, enhancing their ability to communicate naturally and effectively.

Practical experience is also essential for developing confidence in SI performance. Shadowing exercises, where interpreters repeat what they hear without pausing, can help them develop the ability to translate simultaneously. Simultaneous interpretation workshops and mock conferences provide opportunities to practice in a realistic setting, fostering confidence and preparing interpreters for professional engagements.

Technology has revolutionized the teaching and learning of simultaneous interpretation, providing a range of innovative tools that enhance comprehension, practice, and feedback. Language learning software, for instance, offers access to a vast library of audio and video content in multiple languages, allowing interpreters to immerse themselves in the target language and develop their listening comprehension skills. Additionally, speech recognition software provides immediate feedback on pronunciation, intonation, and rhythm, helping interpreters refine their delivery and improve their fluency in the target language.

Simulations and role-playing exercises provide aspiring interpreters with opportunities to practice their skills in realistic settings, simulating real-world scenarios they might encounter in their professional careers. These exercises can be facilitated through a variety of methods, such as videoconferencing technologies that connect interpreters with native speakers or multilingual participants. By engaging in simulated interpreting scenarios, interpreters can gain confidence in their abilities and develop the skills necessary to handle diverse communication situations.

Virtual reality (VR) and augmented reality (AR) are emerging as powerful tools in the training of simultaneous interpreters. VR simulations can transport interpreters to authentic settings, allowing them to experience the sights, sounds, and cultural nuances of the target language in an immersive manner. AR simulations can overlay text translations onto real-world objects, providing real-time support for interpreters as they engage in conversations with native speakers. By utilizing these immersive technologies, interpreters can enhance their fluency, cultural awareness, and ability to adapt to different communicative contexts.

Modern teaching methods for simultaneous interpretation recognize the importance of individualized instruction and adaptive learning. Adaptive learning systems can assess learners’ strengths and weaknesses, providing personalized feedback and tailored training modules to address their specific needs. This approach ensures that each learner receives the support they need to progress at their own pace and reach their full potential.

Simultaneous interpretation is a collaborative endeavour, and modern teaching methods emphasize the importance of fostering a supportive and interactive learning environment. Collaborative learning exercises, such as peer feedback sessions, can provide aspiring interpreters with opportunities to exchange ideas, practice their skills, and receive constructive criticism from their peers. These interactions can help interpreters develop their teamwork and communication skills, which are essential for success in this field.

The teaching and learning of simultaneous interpretation are undergoing a transformative shift, driven by the integration of technology and the adoption of innovative teaching methods. By embracing these advancements, we can equip aspiring interpreters with the skills and knowledge they need to excel in this demanding yet rewarding field. As globalization continues to expand, the demand for skilled simultaneous interpreters will only grow, and those who are equipped with the latest techniques and technologies will be well-positioned to bridge linguistic divides and facilitate global communication.