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چکیده
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The present study reviews the prominent issues in developing a standard curriculum for training interpreters. The curriculum in interpreting studies needs to be modified in order to meet the needs of students in this field so that it can make them qualified interpreters in their future jobs. One of these changes can be in the period of training for interpreters. The training period at present is in most of the cases too long since most of the students do not show any interest to enter to training settings since they think that it would take a long time for them to be graduated and find a job in their field. Moreover, the curriculum of interpreting needs modification and – depending on the different types of languages involved – prosodic feature awareness training should be included in the curriculum of the training of future interpreters. So, it demands that instructors, who are the modals in most of the cases for the interpreter trainees, be conscious and proficient enough in the perception and production of prosodic features of the language(s) that they are working with. The materials which are produced for the interpreter training should include prosody teaching and tasks which can make the learners raise their consciousness about this aspect. Cultural aspects in different settings and familiarity of the interpreters of the cultural nuances should be considered in interpreter training by providing enough authentic texts. Therefore, this can be accomplished through authentic movies, media and textbooks which are culturally seeded.
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