Abstract
The article's relevance is conditioned by the expansion of the methodological basis of translator training within the framework of an independent area of research - translation pedagogy. The research aims to substantiate the leading principles of translation pedagogy based on a combination of discursive, cognitive, semiotic, and pedagogical approaches. The methodological foundation of the research was the provisions of translation pedagogy, in particular, the methodological component of the concept, including three blocks of analysis: content-target, organizational-processual, and result-evaluation. The material for the analysis was the practice of teaching the discipline "Topical Problems of Translation" to master's students, in particular, the work on the research project "Portrait of the Russian Translator".
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