The more advanced our society has evolved, the more important oral interpretation has become. In a world with heavy interchanges in the arenas of culture, politics, economics, and foreign affairs but without an officially shared language, the role of oral interpretation is under no circumstances underestimated. Researches on both oral interpretation and its teaching are, however, on the beginning stage, far away from the society’s future demands on potential oral Interpreters. As a result, we need to explore further in the field of oral interpretation in hopes that the gaps in the field will be abridged and the standards be raised. The article aims to raise a few questions the writer has encountered in classroom and to ask for the opinions of the other participants of the conference. Is it possible for college students to learn the skills of oral interpretation in classroom? Is it necessary to offer oral interpretation to college students? Should the course be required or elective? Why? Is there a premise to the offering of the course? How do we find a common ground for the necessity and the capability of offering the course? How does an oral interpretation teacher convey to students the mechanics of oral interpretation in terms of its linguistic, psychological, and physical sides, which are the basic elements of oral interpretation training in classroom? What are the main obstacles and resolutions facing the Russian-learning students of Chinese natives? Demonstration of oral interpretation methodology. The above questions are worth a discussion because they are concerned with the requirements we will place upon the students of foreign languages and our demands on professional bilinguals.