Эмотивно-эмпатическое взаимодействие на обучающей конференции. Устный перевод

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Abduganieva Д. (2022). Эмотивно-эмпатическое взаимодействие на обучающей конференции. Устный перевод. in Library, 21(1). извлечено от https://inlibrary.uz/index.php/archive/article/view/11963
Jamilya Abduganieva, Узбекский государственный университет мировых языков

Заведующая кафедрой теории перевода английского языка

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Аннотация

В настоящее время имеется ряд исследований роли эмоций и эмпатии в процессе межкультурной коммуникации, в том числе в обучении переводчиков (Н. Игнатенко [1], И. Плужник [3], Э. Сапига [5], Г. Соловьева [7] и др.). Подчеркивается, что необходимо целенаправленно развивать эмпатию в процессе обучения иностранному языку в вузе, поскольку «эмпатия видится основой межкультурного взаимопонимания» [1, с. 14]. Выделяется эмпатия как компонент оценки макро- и микроуровня профессионального межкультурного общения, свидетельствует о низкой степени национальной идентичности студентов, при этом отмечается, что они стремятся к повышению профессиональной компетентности, но не обладают качествами межличностного общения для это, что проявляется в высокой степени конфликтности [3].

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EMOTIVE-EMPATHIC INTERACTION IN TEACHING CONFERENCE

INTERPRETING

Jamilya Abduganieva Rustamovna

PhD, Head of English Theory of Translation Department

Uzbekistan State University of World Languages

Currently, there is number of studies of the role of emotions and empathy in

the process of intercultural communication, including the training the interpreters (N.

Ignatenko [1], I. Pluzhnik [3], E. Sapiga [5], G. Solovieva [7] and others). It is

emphasized that it is necessary to purposefully develop empathy in the process of

teaching a foreign language at a university, since “empathy seems to be the basis of

intercultural understanding” [1, p. 14]. Empathy stands out as a component of

assessing the macro- and micro-level of professional intercultural communication,

indicates a low degree of national identity of students, while noting that they strive to

improve professional competence, but do not have the qualities of interpersonal

communication for this, which is manifested in a high degree of conflict [3].

It is believed that without the practical mastery of empathy, it is impossible to

achieve full understanding of the parties in communicative interpersonal and

intercultural interaction [7, p. 201]. It is pointed out that empathy is important in the

professional activity of a modern interpreter, namely in communication with a

foreign language person, as it is a personality quality and the result of the mental and

emotional processes of foreign language communication.

The manifestation of empathy in foreign language communication includes

such processes as empathic listening, empathic response, empathic understanding,

empathic response. These processes make it possible to single out the main empathic

skills developed in the process of teaching foreign language communication - the

ability to listen and hear a partner, interact with him, use etiquette forms of

communication, and adequately respond to the statements of the interlocutor [5].

However, there are very few works describing the comprehensive training of

interpreters on emotive-empathic behavior in the process of interacting with other


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people, although these skills and abilities are necessary for a professionally

competent interpreter.

The emotive-empathic component accompanies any activity. Emotions and

relationships serve several important functions in the exchange of information. They

have the ability to act as a special language for the exchange of information in the

process of communication. They supplement, concretize, emotionally enhance the

verbal meaning of the verbal text, thereby contributing to its more effective

perception and understanding. In addition, emotions help regulate activities and

influence the course and outcome of communication. Since emotional states are

associated with instincts, needs and motives, they reflect the significance of the

phenomena and situations acting on the individual for the implementation of one’s

life in the form of direct experience (satisfaction, joy, fear, etc.) [4, p. 467]. So, if the

partner expresses censure and indignation, then you can see that the subject uses such

non-verbal means as wrinkles on the forehead; arm raised and bent at the elbow; an

indignant expression in the eyes and raised eyebrows that threaten to move the index

finger; turning the torso and head towards the object that caused these emotions. In

this case, phonation means can also be used: a gloomy timbre shade; increasing the

volume of the voice; slowing down or speeding up the rate of speech. In this case, the

corresponding verbal means are also possible:

This will not work! This is awful! I

protest! Oh, stop it! Enough! Impudence! How is that possible? What is this?

[2].

Thus, emotions cause a certain behavioral activity that determines the

generation of the corresponding emotions. Therefore, emotions are of great

importance in any purposeful human activity, including communicative, as they take

an active part in the regulation of activity. What kind of emotional mood the

communication process will have, positive or negative, is determined by the

emotional manifestations with which information is exchanged. In this regard, it is

important to emphasize that positive emotions will contribute to the success of

establishing informational connections, because the positive emotional states of

partners make face-to-face communication desirable and necessary [6, p. 359].


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The performance of the above functions is carried out by various means of

expressing emotions and relationships: verbal, non-verbal and phonetic, which are

closely related in verbal communication. In human communication, its verbal and

non-verbal codes are in fact a single process. These manifestations can be voluntary

or involuntary, intentional or arbitrary. Dialogue speech, due to its spontaneity and

the presence of several subjects, is especially rich in verbal, non-verbal and

phonational means of emotionality. Emotiveness is presented at all levels of the

language and speech system: at the phonetic, morphological, lexical, phraseological,

syntactic levels, which are used in speech, as a rule, in interconnection.

The dialogue generated in the process of interpretation is always determined by

the specific situation of verbal communication and the nature of the relationship

between partners. Therefore, the interpreter plays an important role as a mediator,

able to maintain and maintain an emotional atmosphere and positive relationships in

dialogue with communication partners in various communicative situations in

everyday life and in professional activities. In this regard, it is very important for the

interpreter to develop the skills of emotive-empathic interaction [2, p. 80].

At the same time, the interpreter, taking into account the fact that the

participants of communication are carriers of different languages and cultures, takes

into account their non-verbal behavior, environment, various additional information,

etc. Therefore, the interpreter needs to be proficient in verbal, non-verbal and

phonational means of expressing positive and neutral emotive-empathic

manifestations, as well as to know the similarities and differences in the use of these

means in native and foreign cultures.

References

1.

Ignatenko N.A. Faktory formirovaniia inoiazychnoi sotsiokul'turnoi

kompetentsii budushchego uchitelia [Factors of developing future teachers’ socio-

cultural competence in a foreign language]. Ph. D. thesis. Voronezh, 2000, 162 p.


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2.

Karpova Iu.A., Serova T.S. Glossarii sredstv vyrazheniia emotsii i

otnoshenii v mezhkul'turnoi bilingval'noi kommunikatsii (russkii i nemetskii iazyki)

[Glossary of means of expressing emotions and relations in intercultural bilingual

communication (Russian and German)]. Perm, Perm National Research Polytechnic

University, 2011, 101 p.

3.

Pluzhnik

I.L.

Formirovanie

mezhkul'turnoi

kommunikativnoi

kompetentsii studentov gumanitarnogo profilia v protsesse professional'noi

podgotovki [Intercultural communicative competence development in students of

humanities during professional training]. Doctor’s degree dissertation. Tyumen,

2003, 335 p.

4.

Rubinshtein S.L. Osnovy obshchei psikhologii [Fundamentals of general

psychology]. Saint-Petersburg, Piter, 2008, 713 p

5.

Sapiga E.V. Razvitie empatiinykh umenii u studentov-perevodchikov v

protsesse professional'noi podgotovki v vuze [Trainee translators’ empathic skills

development during professional training at the university]. Ph. D. thesis. Maykop,

2006, 202 p.

6.

Serova T.S. Emotivno-empatiinyi komponent inoiazychnogo delovogo

obshcheniia v sfere biznesa [Emotive-empathic component of foreign-language

business communication in the field of business]. Informatsiia, informirovannost' i

innovatsii v mezhkul'turnom professional'nom obshchenii v sfere nauki i tekhniki.

Perm, Perm State National Research Polytechnic University, 2016, pp. 337–340.

7.

Solovieva G.V. Empatiia v interpersonal'noi i mezhkul'turnoi

kommunikatsii [Empathy in interpersonal and intercultural communication]. Voprosy

sovremennoi filologii v kontekste vzaimodeistviia iazykov i kul'tur. All-Russian

Acad. Conf. (Yelabuga, Oct. 16, 2009). Yelabuga, 2009, pp. 198–201.

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