Development of the Future Translators’ Professional Competency in Bilateral Interpreting: Modern Methods

Abstract

The paper presents the research on the effectiveness of the future translator and / or interpreter training using modern methods which facilitate the development of their professional competency in bilateral interpreting. The authors analyse psychological and pedagogical experience, modern educational technologies and prospects for future professionals in the context of bilateral interpreting. The scholars substantiate the results of the initiated phonetic research (including linguistic and translation analysis of audio texts) related to the semantics of prosodic means, which constituted the basis for the experimental study. The research reveals the outcomes of the experimental study conducted at Ushynsky University involving the third-year students who major in the English↔Ukrainian translation. The four stages of the designated pedagogical experiment are specified: 1) pre-testing; 2) preparatory training course according to combined (interactive and traditional) authors' teaching methods; 3) after-testing; 4) assessment of the students' outcomes. The use of the experimental construct turns out to be practical due to these methods: cooperative learning, inquiry-based instructions, differentiation, professional development, technology and problem solving. The study also confirms the fact that the integration of traditional and modern technologies in teaching students to interpret information taking into consideration phonetic features of Ukrainian and English oral texts can help future translators develop their analytical and critical thinking, flexibility, agility and adaptability, initiative and entrepreneurialism while receiving, analysing and interpreting information. The detailed analysis of modern scientific literature proves that the use of the competence-oriented and context-centred approaches to the educational process contributes to the students' academic success.

Designing Integral Learning Outcomes in Higher Education Within the Frameworks of the Competency-Based Approach

“…The lack of scientifically grounded classification of integral learning outcomes in higher education has caused terminological discordance. In some publications, along with established conceptual categories of "key competencies", "professional competence", "communicative competence", "foreign language communicative competence" (Bogush et al, 2019;Kachmarchyk et al, 2019;Мammadov et al, 2019) etc., arguable terms are adopted, which significantly complicate modern scientific discourse: "cross-curricular competencies" (Gewerc et al, 2011), "technical competency" (Bovermann et al, 2018;Sinchev et al, 2018), "intercultural competence" (Tomozeiu et al, 2016;Holubnycha et al, 2019;Casañ-Pitarch et al, 2020), "traditional teaching competencies", "original teacher competency", "traditional competencies", "individual competencies", "core competencies", "specific competencies", "most critical competencies" (Weng et al, 2020); "cultural competence", "intercultural communicative competence" (Padua and Gonzalez Smith, 2020).…”

Formation of Future Specialists’ Information Competence

“…Esfandiari et al (2019) carried out an assessment of European Master's in Translation framework for its compatability with the needs of a professional interpreter. The development of professional competence of future translator's in a two-way translation has been observed by modern methods (Popova, 2019).…”

Bilateral Interpretation and Its Teaching Methods to Foreign Students

“…That is why it seems logical that students are to be taught to choose the most appropriate Target Language means to provide a competent interpretation. Baker (1992) is right in pointing out that equivalence in translation/interpretation is a relative notion as it is influenced by both linguistic and extralinguistic factors. That is why she offered grammatical, textual, and pragmatic levels of equivalence.…”