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This thesis is composed of five chapters. The first chapter is an introduction thatstates the purpose of the current study, giving a brief account of the subjects and theresearch methods.In Chapter Two, theories and previous experimental research on SI process arereviewed as the foundation of the current paper. The information-processing (IP) modelsof interpretation, the Interpretative theory (IT) of the "Paris School", and Giles EffortModel are discussed to give a brief picture about different explanations of SI process.These models reflect various factors that pose obstacles to interpreters during interpretingactivity. A review of previous experiments on SI gives more examples of LI factors thathave significant impact on professionals during SI.Chapter Three details the methods and procedures adopted in this paper in order tocarry out a qualitative study of the trainees at UIBE-EUJICS Interpreter TrainingProgram. The following activities are conducted in order to identify thelanguage-independent (LI) factors involved in the subjects simultaneous interpretingactivities: 1) a guided focus-group discussion 2) the observation made by trainers duringa mock meeting 3) recorded interpretation and recalling of subjects on their performancein a pre-exam exercise 4) a questionnaire.Chapter Four reviews the data collected from the activities mentioned in ChapterThree. A full discussion and an in-depth analysis are conducted to find out the LI factorsinvolved in interpreter-trainees SI activities.Chapter Five, based on the findings of the study, generalizes the major LI factorsinvolved in the SI process of the subjects, answers questions put forward in Chapter I,and accordingly makes some tentative proposals on SI training. The limitations of thisthesis and further efforts on SI training and study are discussed as well.