The typology of exercises for teaching professional consecutive interpreting

Abstract

The problem of developing the typology of exercises for teaching students of the Master’s degree consecutive interpreting of in the foreign economic sphere is in the focus of linguistic didactics nowadays. Dealing with such a problem it is necessary to take into account the personal characteristics of a translator. To solve one of the ultimate problems in training prospective interpreters at universities is to develop the system of exercises for teaching Masters professional consecutive interpreting taking into account the personal characteristics of an interpreter, who develops the ability to present a translation in the public and provide the acquisition of the knowledge necessary for the professional activity. The following methods were used: reviewing the studies on translation and interpreting competences; reconsidering educational programs and curricula; comparing the evaluation forms of graduates, industry representatives and trainers; amending educational programs and exercise systems to make them comparable. The expected results and ultimate goals of interpreting training Masters majoring in philology are the formation of professional translation competence in the foreign economic sphere, which is understood as the ability of a professional interpreter to use creatively the cognitive resources of his linguistic consciousness, to solve professional problems of interpreting meanings in situations of intercultural business communication. The exercises for training any activity should take into account its structure and specificity. The sequence of actions of an interpreter in the phase of the adoption of the translation solution corresponds to the following scheme: comprehension of the initial statement – the decision to translate – the implementation of the translation. So, in the process of creating a system of exercises for the formation of professional interpreting competence, it is necessary to determine the training stages. Taking into account the purpose of this research and the approaches described to the problem of systematization of exercises for teaching consecutive interpreting, the author distinguishes three stages: preparatory stage of knowledge acquisition and special skills of consecutive interpreting formation; the stage of skills development and the formation of special and strategic skills of consecutive interpreting in the foreign economic sphere, the stage of improvement of special and strategic skills of the consecutive interpreting in the foreign economic sphere. For the first time the typology of exercises for teaching interpreting aimed at developing a unity of psycholinguistic mechanisms for the production of the translation text and corresponded to the ultimate goals of training Masters who will work in the field of foreign economics, was theoretically grounded. As a result of using the proposed types and kinds of exercises, some typical difficulties and errors were eliminated.