Organizational and educational peculiarities of forming preservice interpreters’ translation competency in consecutive interpreting.

Abstract

In this article, the most effective ways of interaction between teacher and students during their acquiring of scientific and technical consecutive interpreting skills are determined. Different teaching methods and techniques, feasibility of using communicative role plays with elements of competition for effective training of preservice interpreters are analyzed. The author determines that role plays simulate further interpreters’ work within the educational process and make a bulk of good ground for developing and verifying not only the translation competency, but also the key competences relating to the metacognitive content of education. This kind of activities has an educational and cognitive orientation for the learning process as well. The effective formation of pre-service interpreters’ translation competency is achieved when organizational and educational peculiarities are taken into account by teachers, when students are aimed at meeting specific goals, performing tasks, overcoming stress while interpreting, and realizing their learning success. The author analyzes students’ learning activities and evaluation of the interpreted texts and situations, which fosters their self-reflection experience. The organizational issue of pre-service interpreters’ learning for developing their translation competency remains relevant and requires further detailed analysis in the context of reforming Ukrainian educational system at university level.

Keywords

• Усний послідовний переклад
• перекладацька компетентність
• відновлювальна енергетика
• мотивація
• саморефлексія
• стресові умови навчання.