This research addresses teacher training for teaching audiovisual translation (AVT), which is considered to be one of the most widely practiced fields of translation nowadays. Audiovisual or as it is also known multimodal content originated in the mid-1950s, and since then its popularity has been constantly growing. Thus, educating qualified specialists to meet the dynamically changing market demands imposes new challenges on teachers and university heads, providing a source of training for audiovisual translators. A major issue stemming from therein is to teach the basics of one of today's highest-demanded types of translation, namely AVT.It is critical to underscore that due to the complexity of the structure of the subject matter, this type of translation is considered to be one of the most difficult. AVT is barely amenable to automatization due to the complexity of its structure and is now becoming a fundamental element of the so-called human translation, a translation carried out exclusively by people, without the use of machine translation or its elements. Therefore, the process of teaching AVT significantly differs from teaching any other type of translation, or simply the language itself. This research considers the main challenges of working on audiovisual translation, along with the model exercises for its teaching. Throughout the study a survey of philology students on the topic of AVT practice has been conducted; the features and challenges they stated and faced were identified. The overall results of the survey in conjunction with the possible ways of overcoming the difficulties encountered have been presented. The study is concluded with recommendations for training sessions and workshops on the topic, as well as exemplary thematic exercises for practice.
Nowadays, higher education institutions pursue the aim of teaching their students foreign languages. This is due to the fact that both professional knowledge and experience are currently gained within the framework of such processes as internationalization, globalization and digitalization. International languages, including English, can help specialists to build relationships with their foreign colleagues, exchange ideas and cooperate successfully. Consequently, for students to acquire both professional and linguistic competencies, new methods and techniques need to be provided at classes. One of such methods is CLIL, or Content and Language Integrated Learning. This approach implies the use of a foreign language for teaching and learning of a non-linguistic subject. CLIL includes content, cognitive, communicative and cultural components and encompasses didactic, linguistic and psychological principles. With medicine being one of the most fastdeveloping fields of knowledge, medical terminology is also subjected to quick changes such as emergence of new notions and lexical units. There are several ways of developing medical terminology, among which are morphological, syntactic and semantic ways as well as linguistic borrowing from other languages. In this article the focus is on the semantic way which implies metaphoric and metonymic transfer. Metaphors and metonymies have been chosen since medical terms often imply similarity or contiguity with real objects or processes. Thus, the purpose of this paper is to provide a classroom task corresponding to CLIL methodology within the framework of teaching cardiovascular terms built on metaphoric and metonymic transfer.
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