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This study attempts to propose pedagogical methods for conference interpreters through the extensive investigation on components of cognitive processes of interpretation with an emphasis on memory, attention, and automaticity. Studies on bilingual acquisition research were also reviewed to better understand the psycholinguistic characteristics involved in conference interpretation. It was argued that comprehensive understanding of the cognitive processes underlying interpretation is prerequisite to prepare pedagogical methods for prospective interpreters. Theoretical foundations should be explored in conjunction with important cognitive processes. Pedagogical approaches to conference interpreter training should be geared to theoretical tenets gleaned from other related disciplines. Finally, several principles and detailed educational methods for interpreter training were suggested.