НЕКОТОРЫЕ ДИДАКТИЧЕСКИЕ ОСОБЕННОСТИ ОБУЧЕНИЯ ПОСЛЕДОВАТЕЛЬНОМУ ПЕРЕВОДУ СТУДЕНТОВ ПЕРЕВОДЧИКОВ

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Abduganieva Д. (2022). НЕКОТОРЫЕ ДИДАКТИЧЕСКИЕ ОСОБЕННОСТИ ОБУЧЕНИЯ ПОСЛЕДОВАТЕЛЬНОМУ ПЕРЕВОДУ СТУДЕНТОВ ПЕРЕВОДЧИКОВ. in Library, 22(2). извлечено от https://inlibrary.uz/index.php/archive/article/view/11698
Jamila Abduganieva, Узбекский государственный университет мировых языков

Заведующая кафедрой теории английского языка

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Аннотация

В статье рассматриваются некоторые лингводидактические особенности обучения последовательному переводу. Особое внимание уделяется компонентам образовательного процесса, отражающим содержание дидактического пространства педагогической интерпретации. Проблема рассматривается с позиций современного компетентностного подхода, а также с точки зрения лингводидактики. С этой точки зрения крайне важно изучение переводоведения в прикладном аспекте, однако долгое время перевод был предметом изучения исключительно лингвистов-теоретиков, при этом психолого-педагогическому и дидактическому аспектам уделялось недостаточное внимание. аспекты переводческой деятельности.

Похожие статьи


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Erasmus Programme

Erasmus Programme which exists for more than 30 years from

now, it is, as a matter of fact, instrumental to the success of the mobility
of students in the European Higher Education Area. Erasmus
Programme subsidizes the mobility of all students who would like to
have an international experience together with the recognition of credits
obtained abroad. Since its inception, more than 300,000 students have
learned one other way of learning, having contact with a different
culture, and a experiencing a new world view by taking classes in a
university out of their home country. Many of those students who have
had done the Erasmus Programme have become, later in their life,
international professionals or expatriates just because they have learned
that living in a different country is an added-value activity summed to
their individual experience.

Currently, faculty members and administrative staff may also

candidate to Erasmus Programmes that are designed to facilitate
exchange with other countries within the EHEA so to amplify the
exchange of best practices and knowledge diffusion.

Conclusion

In this paper, we have introduced the Bologna Process and how it

has impacted the higher education system in Europe. We have
highlighted the benefit of the ECTS credit system especially under the
Erasmus Programme.

Portugal is an active participant in the Process and ISCTE –

University Institute of Lisbon has taken the opportunity to review and to
improve its bachelor programmes by initiating a new offering of
competences that are useful to all students as professional or citizen.

SOME DIDACTIC PECULIARITIES OF TEACHING

CONSECUTIVE INTERPRETING TO THE STUDENTS OF

TRANSLATION DEPARTMENTS

Abduganieva Jamilya

PhD, Head of Department,

English Language Translation Theory

Uzbekistan State World Languages University

Abstract

The article discusses some of the linguodidactic features of

teaching consecutive translation. Particular attention is paid to the


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components of the educational process, reflecting the content of the
didactic space of teaching interpretation. The problem is considered
from the standpoint of the modern competence-based approach, as well
as from the point of view of linguodidactics. From this point of view, it
is extremely important to study translation studies in the applied aspect,
however, for a long time, translation was the subject of study
exclusively by linguists-theoreticians, while insufficient attention was
paid to the psychological, pedagogical and didactic aspects of translation
activity.

Keywords

:

linguodidactics,

interpretation,

consecutive

interpreting, educational situation, competence, components of the
educational process

Modern society is a huge conglomerate of languages and cultures,

the interaction of which is based on synergistic interpenetration.
Translators play a special role in the multicultural and multilingual
world as cultural and linguistic mediators, and, therefore, the issues of
preparing students for various types of translation, including consecutive
interpreting, remain relevant to this day. In the teaching methodology of
interpreting, various components of the competence of consecutive
interpreting are usually distinguished, including mastering the algorithm
for carrying out this type of activity. The purpose of this article is to
describe the didactic space of the educational situation of consecutive
interpretation, in which the formation of the corresponding translation
competence takes place.

Consecutive interpretation is defined as a type of professional

translation, providing for the verbal (sound or sign) transmission of an
oral message from one language to another [1, p. 29]. Due to its
specificity, this type of translation requires high professional training
and the manifestation of personal qualities necessary for this type of
activity. According to a number of scholars [1–4], important areas of
this training are the process of mastering the technique of this type of
translation and the formation of the corresponding qualities of a
translator. Summarizing the works of these scientists, we came to the
conclusion that it is possible to single out the following components of
the competence model of an interpreter performing consecutive
interpretation:

• a motivational component that provides a quick orientation of an

interpreter in a situation of consecutive interpretation (anticipation of


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possible situations of interaction between speakers and an interpreter,
modeling the situation of interaction, cognitive activity);

• cognitive component, reflecting the level of cognitive

development of the student - the future translator. In this component,
several important plans can be distinguished: 1) the actual development
of the student's intellectual abilities, the development of thinking
operations

(analysis,

comparison,

concretization,

synthesis,

systematization, classification and abstraction), mastering the methods
of perception and understanding; 2) the development of key mental
functions that contribute to the implementation of consecutive
interpreting(attention and various ways of switching it, various types of
memory - short-term, long-term and operational, training of various
types of memorization - linear, non-associative);

• linguistic component, involving the mastery of language and

speech literacy in the native and foreign languages, ensuring lexical
equivalence, adherence to grammatical, syntactic and stylistic standards;

• an intercultural component, which allows, on the basis of cultural

awareness,

knowledge

of

cultural

and

linguistic

norms

of

communication, behavior models, etc. of the interacting parties, to carry
out intercultural translation communication, overcome situations of
intercultural failure and prevent intercultural conflicts;

• information component, focusing on mastering information

strategies necessary for translation activities (fixing information in the
process of translation, search, decoding, formalization, filtering, sorting,
generalization, coding, transmission, information protection);

• a personal component that reveals itself in the mastery and

subsequent manifestation of personally significant qualities of an
interpreter in a situation of consecutive interpretation (responsibility,
decency, organization, emotional intelligence, tolerance, stress
resistance, etc.), ensuring the observance of ethics and etiquette of
interpretation (ensuring confidentiality, collegial solidarity, neutrality in
the process of interpretation);

• activity component, assumes the ability / readiness of the student

- the future translator to participate in consecutive interpretation.

The system of methodological approaches in the didactic

organization of the process of preparing students - future translators for
the situation of consecutive interpretation is an integrative unity at the
following levels:


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• conceptual level: an anthropological approach that determines a

personality-oriented orientation in the training of future translators,
contributing to self-development, self-knowledge and the realization of
personal potential in the learning process; this approach made it possible
to supplement the classical model of teaching translation with the
inclusion of linguodidactic practices aimed at developing the student's
personality itself; the anthropocentric paradigm switches interests from
objects of cognition to the subject, that is, a person is analyzed in
language and language in a person [5];

• general scientific level: systemic, competence-based and

integrative approaches.

A systematic approach means a systematic consideration of the

preparation process for consecutive interpretation in terms of taking into
account all the selected components of the translator's model, the
interconnection of the entire system of didactic organization of this
process, in which the principles, content and linguodidactic practices are
highlighted. The construction of an integral didactic system allows to
ensure the quality of training of future specialists in oral consecutive
translation.

The competence-based approach allows at the strategic level to

implement the ideas of the anthropological approach, since it ensures the
comprehensive development of various components of translation
activity by students, describes the effective-target basis in the form of
knowledge, skills, personal qualities, methods of activity, readiness.

The integrative approach presupposes a comprehensive selection

and organization of the content of linguistic and humanitarian
disciplines with appropriate goals, the creation of a single didactic
system that unites several academic disciplines.

In conclusion, it should be emphasized that the educational

situation of consecutive interpretation is considered by us as a didactic
space for the formation of students' competencies corresponding to this
type of activity. The design of this situation took place at the conceptual,
content and technological levels. The educational situation is designed
according to the algorithm of the translator's work in a real situation of
consecutive interpretation (phrasal and paragraph-phrasal translation),
which makes it possible to ensure the productivity of solving translation
problems in real conditions.


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References

1.

Alikina

E.

V.

Vvedenie

v

teoriyui

praktiku

ustnogo

posledovatelnogo perevoda: ucheb. posobie. [Introduction to the theory
and practice of consecutive interpretation: a study guide] Moscow:
Vostochnaya kniga, 2010. 192 p.
2.

Komissarov V. N. Sovremennoe perevodovedenie: ucheb. posobie.

[Modern translation studies: a study guide] Moscow: ETS, 2001. 424 p.
3.

Maslova V. A. Lingvokulturologiya: ucheb. posobie. [Cultural

linguistics: a study guide] Moscow: Akademiya, 2001. 208 p
4.

Porshneva E. R. Bazovaya lingvisticheskaya podgotovka

perevodchika: monogr. [Basic linguistic training of a translator] N.
Novgorod, 2002. 148 p.
5.

Serova T. S. Psikhologiya perevoda kak slozhnogo vida

inoyazychnoy rechevoy deyatelnosti. [Psychology of translation as a
complex type of foreign language speech activity] Perm: Izd-vo PGTU,
2001. 210 p.

TIPS FOR TEACHING READING MICRO SKILLS

Dosbayeva NargizaTurgunpulatovna

Otaxanova Shoxista Shuxratjon qizi

NamSU

Abstract:

New approaches to teaching reading micro skills are

discussed and tips for making the teaching process of reading more
productive are given in the article.

Key words:

authentic, reading comprehension, main idea, content,

post-reading, pre-reading, reading selections, research paper.

The definition of “reading in a foreign language” probably depends

on learner’s own previous language learning experiences. If a teacher
used the grammar translation method, reading probably figured
prominently among the typical activities. On the other hand, if a teacher
was using the audio lingual method, it is very likely that reading was
minimized in favor of listening and speaking the language. In both of the
methods students will feel more motivated to read and to practice their
developing reading skills on their own if a teacher can demonstrate to
them that reading is not just a classroom exercise.

The most convincing way to do this is to incorporate into lessons

authentic examples from a wide range of print media: announcements,
notices signs, labels, brochures, instructions, timetables, maps and there

Библиографические ссылки

Alikina E. V. Vvedenie v teoriyui praktiku ustnogo posledovatelnogo perevoda: ucheb. posobie. [Introduction to the theory and practice of consecutive interpretation: a study guide] Moscow: Vostochnaya kniga, 2010. 192 p.

Komissarov V. N. Sovremennoe perevodovedenie: ucheb. posobie. [Modem translation studies: a study guide] Moscow: ETS, 2001.424 p.

Maslova V. A. Lingvokulturologiya: ucheb. posobie. [Cultural linguistics: a study guide] Moscow: Akademiya, 2001. 208 p

Porshneva E. R. Bazovaya lingvisticheskaya podgotovka perevodchika: monogr. [Basic linguistic training of a translator] N. Novgorod, 2002. 148 p.

Serova T. S. Psikhologiya perevoda как slozhnogo vida inoyazychnoy rechevoy deyatelnosti. [Psychology of translation as a complex type of foreign language speech activity] Perm: Izd-vo PGTU, 2001.210 р.

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