Abstract
The paper highlights, analyses and interprets the results of the pedagogical experiment on applying the authors’ teaching methodology to form students’ terminological competence in bilateral interpreting in the Moodle-based e-learning course. It is stated that online instruction as a competitive option to regular forms of classroom learning is establishing an apparent connection between students’ outcomes of learning and the modern world at large enhancing their responsibility in acquiring and exploiting knowledge in practice. The authors argue that future translators and interpreters are more stimulated to learn technical terminology in the digital environment through subject-oriented terminology courses on the basis of e-technologies. In this study, the mixed research design was based on quantitative (experiment, measuring variables, finding frequencies, hypothesis testing) and qualitative methods (analysis of the data collected, monographic method – to interpret the results obtained in a coherent logical perspective). The experiment, conducted by the authors, engaged the fourth-year students of the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” (after this, officially abbreviated name – Igor Sikorsky KPI), majoring in translating and interpreting. To carry out the pedagogical experiment, the subsystem of exercises for forming terminological competence in bilateral interpreting in Moodle-based e-learning course was developed in collaboration between the educators from Kütahya Dumlupinar University (School of Foreign Languages) and Igor Sikorsky KPI (Department of Theory, Practice and Translation of the English Language). The proposed subsystem of exercises was supposed to: meet the ultimate goals of forming terminological competence; gradually contribute to acquiring knowledge and skills, which determined the three-stage training process; have a unified structure; have a built-in assessment system; provide students with self-test capability when performing the exercises. It is noted that the opportunity to do the designed course from any convenient device (smartphone, tablet, laptop, PC) makes it easily approachable, and helps students improve the skills of autonomous learning and self-monitoring.
Highlights
The integration of the Ukrainian market economy with the markets of different countries in the world, on the one hand, and the merging of technologies and the blurring of boundaries between different areas of knowledge, on the other hand, contribute to the growing demand for professional translation and interpreting as a means of cross-cultural mediation
To conduct the pedagogical experiment, the subsystem of exercises for forming terminological competence in bilateral interpreting in Moodle-based e-learning course was developed in the collaboration between the educators from Kütahya Dumlupinar University (School of Foreign Languages) and Igor Sikorsky KPI (Department of Theory, Practice and Translation of the English Language)
The experimental study covered 68 fourth-year students placed into two experimental groups (EG-1 and EG-20) with equal numbers of students in each group
Summary
The integration of the Ukrainian market economy with the markets of different countries in the world, on the one hand, and the merging of technologies and the blurring of boundaries between different areas of knowledge, on the other hand, contribute to the growing demand for professional translation and interpreting as a means of cross-cultural mediation. Mediation is characterised by practical orientation, and allows naturally combining translation and linguistic aspects in foreign language learning in accordance with the methodological principle of the dialogue of cultures. A sudden outbreak of Covid-19 has destabilised the entire educational system worldwide, forcing the educators to shift from the classroom to online mode during the pandemic period, which requires a symbiosis of e-technologies and distance learning in the educational process. Such a situation has provided students with more autonomy in the whole process of learning and monitoring their progress as well
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