Future Interpretation Research Articles

Post mortem chiral analysis of MDMA and MDA in human blood and hair

Drug-related fatalities in the EU are predominantly associated with opioids. MDMA (Ecstasy) consumption results in fewer lethal intoxications despite its widespread use. This study investigates MDMA-related fatalities, focusing on enantiomer ratios of MDMA and its metabolite MDA to explore the role of metabolism in fatal outcomes.MDMA induces euphoria, increased empathy, and physiological effects such as tachycardia, hypertension, and hyperthermia. Metabolism mainly involves CYP1A2 and CYP2D6, with polymorphism of the latter influencing metabolism rates. Our institute observed several MDMA-related fatalities, which prompted an investigation into the potential role of inefficient drug metabolism in these cases.A novel quantitative chiral analysis method was developed and validated for MDMA, MDA, amphetamine and methamphetamine enantiomers in human blood. Analysis of post mortem blood samples from eleven MDMA-related fatalities exhibited a wide range of concentrations and enantiomer ratios. Variability in R/S MDMA ratios, however, could be linked to the time period of metabolism. Hair analysis revealed high MDMA concentrations in all segments, irrespective of prior drug abuse anamnesis. Therefore, hair analysis may not be suitable for the assessment of past drug use in ecstasy-related fatalities.The results indicated that elevated levels of the MDMA enantiomer are correlated with longer survival times in cases of intoxication. However, there was no clear evidence for slowed MDMA metabolism as a cause of lethal intoxications. While challenges remain due to the diversity of cases, this study contributes valuable insights into ecstasy intoxications, aiding future interpretation of post mortem analysis.

Evidence from bare verbs for the future versus non-future split in Creoles

Abstract Vincentian Creole makes a future/non-future temporal distinction on the basis of the categorisation proposed in several studies, according to which languages combining present and future make a past/non-past distinction and those using the same form for past and present make a future/non-future tense opposition. In Vincentian Creole examples of absolute tense, underspecified (or unmarked) predicates do not generally obtain a future interpretation: only readings in the past tense (for dynamic predicates) or the present (for non-dynamic predicates) are available. Thus, predicates in the future tense are unambiguous regardless of the lexical aspect of these predicates, unlike the context of past and present tense interpretations which I explored in my previous column. Evidence from other English-related creoles supports this claim.

Insights into the reporting of major adverse cardiovascular events in coronary artery disease trials

Abstract Background and Purpose Major adverse cardiovascular event (MACE) is one of the most used composite outcomes in coronary artery disease (CAD) trials, though its lack of a standardised definition has led to ambiguity and challenges in its interpretation. This study aims to elucidate the definition of MACE and guide future interpretation of MACE in the context of CAD trials. Methods A systematic review was conducted by searching Medline, Embase and Cochrane for double-blind pharmacological randomized-controlled trials among participants with CAD from 2012 to 2022 that reported MACE outcomes. Qualitative reviews were conducted based on the components of MACE, composite definitions, composite rationale, and the reporting of MACE. Results 30 trials, consisting of 77,692 patients were included, from which a total of 41 MACE analyses were extracted. The most commonly included components were cardiac death (56%), unplanned revascularisation (56%), followed by fatal or non-fatal MI (54%), non-fatal MI (44%) and stroke (39%), with cardiac death, non-fatal MI and non-fatal stroke being the most commonly used conglomerate (14%). A third of trials did not provide definitions of MACE, and all MACE composites in included trials were determined within the investigating committees without justification nor citation from guidelines. Notably, 27% of studies constructed MACE outcomes post hoc, with 7% observing a resultant change in statistical significance of the overall results. A fifth of studies deviated from the original MACE definition that was proposed within their protocol. There were inconsistencies in the definitions of the composite components, with 22 trials (73%) failing to specify whether the MI component in MACE was fatal or non-fatal. Similarly, 16 trials (53%) did not specify if stroke was fatal. In terms of the timing of MACE in patients presenting with multiple events, the majority of the trials (77%) did not specify how the event was assessed with, seven trials (23%) described the approach to recording the time to the first MACE event, while none of the trials considered the time to the event that conferred greatest clinical significance, nor provided a definition for it. Conclusion There is substantial heterogeneity in MACE definitions within CAD trials, where rationale behind its adjudication is often inadequately described, with suboptimal specification, inconsistent reporting, and publication bias within and across studies. Clinicians should be cautious when interpreting conclusions related to MACE, as the intervention is unlikely to affect all components of MACE, due to the susceptibility to "cherry-picking" of components to improve statistical outcomes. Harmonising the MACE definition would enhance transparency in clinical trial reporting, ensuring a robust measure of intervention efficacy and safety that can be easily compared across different trials.

Preparing Translators for the Age of Generative AI: Revising Educational Curricula to Prioritize Essential Skills in an AI-Dominated Landscape

The recent ability of machines to generate text and images that are fluent, coherent, and culturally nuanced is already causing major upheavals in the translation sector. Machine translation tools have exploded in number, sophistication, and quality, and the profession of human translator needs to adapt to work within this new environment and avoid being replaced by it. This paper examines the major changes that have taken place, and which could take place in the near future, and suggests ways of revising translator-training curricula to adapt to these challenges. This is essential at a time when the profession is undergoing profound changes and when all translators and future translators need to be prepared for new skills in the field of post-editing, machine-reading, machine-cultures and multidisciplinarity. After outlining the challenges that AI is causing to the profession and to the norms and values of the translation sector in its current state, the author suggests that translator training should adapt to the new reality of the profession and not to what it used to be. The profession is undergoing profound changes, and all translators and future translators need to find new skills and knowledge in order to continue to work with AI. The article concludes with recommendations on how to design AI-friendly translation programmes that can train students for the post-AI era.

Study on the Application of Learning Community in Translation Teaching for English Majors

Learning Communities(LCs) have been applied widely in teaching due to their potential impact on learning outcomes and motivation. Driven by the need for highly qualified and skilled future professional translators, translation teaching for English majors has always been the research focus in the research community. However, traditional translation teaching modes have time, assessment, and outcomes restrictions. In this context, this study drafted an appropriate design of LCs in translation teaching for English majors and explored its feasibility and effectiveness. It adopted tests, questionnaires, and interviews to examine the effects of LCs on students' translation proficiency, knowledge of translation, and perceptions of LCs. Employing group comparisons of tests and questionnaires as well as a summary of interviews, this study found that translation teaching in LCs enhanced learners' translation proficiency and knowledge of translation. Meanwhile, the learners’ satisfaction with the experimental teaching was quite high. Also, this study offers a range of recommendations for optimizing the application of LCs. These recommendations serve as valuable guidance for harnessing the full potential of LCs to achieve educational goals.

Das Übersetzten zwischen Mensch und Maschine

Abstract Artificial intelligence is changing our world and will change it ever more profoundly in the future. As a result, numerous areas of work are also changing, professions and jobs are disappearing, while others must change and adapt to survive. These transformations also affect the translation market and the work of translators. Machine translation (MT) transfers entire texts from one language to another in a matter of seconds, enabling communication on a scale and at a speed that could never have been dreamed of in the past. However, these MT systems have been around for over 70 years and are still not able to deliver the perfect translation or make human translators superfluous. So how should aspiring translators deal with these technologies, how should they use them to make their work more efficient and therefore more profitable? These are questions that we, as trainers of these future translators, should address in our teaching in order to prepare our students for the labour market of the 21st century. This article wishes to discuss some theoretical aspects of MT to address some concrete elements that I believe could and should be introduced into translation courses and that are intended to stimulate discussion and reflection.

Adaptation and Validation of the Nursing Attitude Questionnaire in a Spanish Population.

Nursing, as an essential component of contemporary healthcare systems, has undergone significant changes in recent decades, resulting in an increase in research across various fields, such as mental health, well-being, and the development of the discipline itself. Currently, gender stereotypes persist, impacting the social image of the profession and influencing the professional identity of nurses and consequently, their work performance and the quality of care provided. Both public and internal perceptions of the profession are critical factors in these dynamics. to adapt and validate the Nursing Attitude Questionnaire in a Spanish sample, as it has only been validated in two languages to date. This study presents descriptive and validity analyses of several measures utilized, such as Nursing Image (NIS), Medical Empathy (JSE-HP), Professional Values (NPVS) and Communication Skills (HP-CSS). Confirmatory factor model analyses indicated that a 21-item hierarchical model provided a superior fit (χ2(df = 1.65, NFI = 0.954, SRMR = 0.065), suggesting the presence of a general factor accounting for five first-order factors. Internal consistency was deemed adequate for the total measures (α = 0.789), though variable for the subscales. Correlations among measures provided evidence of convergent and discriminant validity, highlighting consistent correlation patterns between Attitude toward Nursing and other variables. In addition, significant differences were observed in the Professionalism subscale according to sex, albeit with a medium-low effect size. Scales are presented to facilitate future interpretation of the results in similar samples. The scale validated in this study exhibited overall good psychometric performance, although certain limitations were identified within the subscales. The established scales represent a novel contribution, providing a valuable tool for the comparison of similar samples.

Personalized translator training in the era of digital intelligence: Opportunities, challenges, and prospects

This study investigates the transformative effects of digital intelligence on translator education through a theoretical and exploratory approach, employing both bibliometric and content analysis to derive its findings. It systematically examines the evolution of translator training methodologies through the integration of AI, ChatGPT, large language models (LLMs), and 5G, providing a comprehensive framework for understanding these changes. Key findings reveal that personalized learning, supported by digital tools, significantly enhances student engagement and skill acquisition. However, challenges such as ensuring data quality, mitigating excessive dependence on technology, and maintaining ethical standards persist. The study underscores the critical necessity of developing advanced training platforms and strategies that foster effective teacher-student interactions and uphold academic integrity. Furthermore, it emphasizes the importance of continuous innovation in educational practices to equip future translators for the demands of a digital and highly connected world. These insights offer valuable guidance for educators and policymakers in crafting curricula that are both forward-thinking and resilient.

New research on the Cleveland Apollo

This paper presents new technical details on the original manufacture and modern reconstruction of the Cleveland Apollo, a nearly life-size ancient bronze sculpture of the youthful god acquired by the Cleveland Museum of Art in 2004. Although previous studies had shown the sculpture to be an indirect lost-wax casting, few joins had been discussed in detail. Recent, more comprehensive radiographs, combined with extensive external and internal visual analysis, now permit a more thorough explanation of the assembly, from work on wax models through casting (in at least six sections), patching, and finishing, as well as post-manufacture damage. Together with radiography, analysis of numerous and varied modern restoration materials provides a fuller picture of the way the object was more recently re-assembled. A new digital 3D model of the sculpture, now available, will be essential for future study, interpretation, and display.

Технологии цифровой экономики в обучении переводу

Introduction. Due to the active introduction of digital technologies into human activity, there is a change in the way of work organisation, changes in the content of processes, including the profession of translator. Inclusion of the study of the peculiarities of the use of digital economy technologies in the educational process allows preparing future specialists for their professional activities. The aim of the work is to identify the main features of digital economy technologies, to determine the possibilities and directions of their use in the activity of a translator, as well as to identify the content of digital competences and ways of forming them in linguistics students in the educational process. Materials and methods. The methodology is determined by analytical approaches to identifying the features of digital economy technologies, the comparative method allowed us to form approaches to the content of digital competence in translation activity. The method of point-rating assessment allowed us to identify the level of formed designated knowledge, skills, abilities and competences. The survey method allowed to get feedback from the 4th year students of the direction “Linguistics” participating in the sample. As a theoretical basis we used scientific works devoted to the issues of digital competences of translators, as well as digital technologies in their professional activities. The results of the study and their discussion. The introduction of the issue of the use of technologies of the digital economy into the educational process of training future translators allows us to define the content of the discipline “Information Technologies in Translation”, the components of the translator's digital competence determine the directions of competence formation and the content of the current control. The policy of import substitution and sanctions has imposed requirements on the relevance of the applications and services used, which poses difficulties for the technical organization of the learning process and allows us to formulate new criteria for the selection of software. The results of the interim control showed an increase in the efficiency and quality indicators of the learning process in the discipline. Conclusion. A properly organized digital environment, modern information technologies selected on the basis of scientific criteria, an educational process aimed at motivating professional work and assessing the formation of both digital and translation competence allow to increase the efficiency of learning and its quality in the training of translation specialists.

The Relationships between the Internal Nappe Zone and the Regional Mylonitic Complex in the NE Variscan Sardinia (Italy): Insight from a New Possible Regional Interpretation?

This study presents an updated interpretation of geological data collected between 1984 and 2022. The area under consideration holds significant regional importance as it is located between the Internal Nappe Zone (INZ) and the Regional Mylonitic Complex (RMC). Re-evaluation of the geological data has highlighted a more intricate structural framework than what is currently documented in the existing literature. This paper aims to illustrate, through structural analysis, that the Posada Valley Shear Zone (PVSZ) does not serve as the transitional boundary between the Inner Nappe Zone and the Regional Mylonitic Complex or High-Grade Metamorphic Complex (HGMC) as traditionally thought. Instead, the authors’ findings indicate that the transition boundary is confined to a shear band with a variable thickness ranging from 10 to 70 m at its widest points. The development of the Posada Valley Shear Zone is characterized by a series of transitions from mylonite I S-C to mylonite II S-C, extending over approximately 5 km. The formation of the Posada Valley Shear Zone is chronologically confined between the development of the East Variscan Shear Zone (EVSZ) and the emplacement of the Late Variscan granites. The differing orientations of Sm and S3 observed in the mylonitic events of the Posada Valley Shear Zone and the Regional Mylonitic Complex, respectively, are likely attributable to an anticlockwise rotation of the shortening directions during the upper Carboniferous period. Furthermore, this study proposes that the Condensed Isogrades Zone (CIZ), despite its unclear formation mechanism, should be recognized as the true transition zone between the Inner Nappe Zone and the Regional Mylonitic Complex or High-Grade Metamorphic Complex. This new interpretation challenges the previously accepted notion of increasing Variscan metamorphic zonation toward the northeast. This conclusion is supported by the identification of the same NE–SW orientation of the D2 tectonic event in both the Old Gneiss Complex (OGC in the Regional Mylonitic Complex) and the lithologies of the Inner Nappe Zone and the Condensed Isogrades Zone. The comprehensive analysis and new insights provided in this paper contribute to a refined understanding of the geological relationships and processes within this region, offering significant implications for future geological studies and interpretations.

Towards Integrating Emotional Intelligence in the Interpreter’s Toolkit: Emotions’ Management Training of Translation Graduate Students in KSA

Emotional Intelligence (henceforth, EI) is a critical but often an overlooked component in interpreter training, particularly in the context of Saudi Arabia (KSA) training curricula. This paper examines the integration of EI into the training toolkit for interpreters in KSA, focusing on the recognition and management of emotions. This study, conducted in a Saudi University, investigates the crucial role of EI in interpreter training. A mixed-method approach employing the EQ-i self-assessment, a self-developed questionnaire, and interviews with graduate interpreting students and trainers reveals a gap between the recognition of EI's importance and its actual integration into training programs. While the EQ-i data suggests a baseline level of EI in participants, current programs prioritize language proficiency over EI development. This disconnect necessitates a paradigm shift – a move towards an integrated training model that emphasizes both linguistic skills and crucial interpersonal skills like empathy, cultural competence, and stress management, all key aspects of EI. The study recommends faculty training on EI principles and integration methods, curriculum development with experiential learning activities, and collaboration with EI experts. The paper puts focus on the necessity for interpreter training programs in KSA universities in order to equip future interpreters with the comprehensive skill set to excel in their emotionally complex profession. Further research is necessary to explore culturally appropriate EI assessment tools and the long-term impact of such training on interpreter performance and career development.

Foreign Language Student Linguistic Personality as a Vector for the Professional Bilingualism

The relevance of the study manifests itself through the use of a polyparadigmatic approach to the consideration of the linguistic personality of a translator, including cognitive, cultural, synergetic, and competence aspects. The cognitive aspect is based on the study of the linguistic consciousness of the individual, the synergetic aspect is based on achieving a harmonious translation worldview, the cultural aspect is based on the need for an interconnected study of languages and cultures, and the competence aspect is based on the formation of personal intercultural competence. The purpose of the study is to substantiate a polyparadigmatic approach to the study of the linguistic personality of a foreign student – a future translator. As a result of the study, it was established that in the digital age, with artificial intelligence constantly evolving, new trends arise in the professional bilingualism formation of a human translator interacting with artificial intelligence. This study is based on the results of accumulated pedagogical experience and theoretical provisions in this area, which unites the educational space of two universities (PNRPU, Russia and KRU named after A. Baitursynuly, Kazakhstan). The results obtained can of interest for teachers engaged in training bilingual students, linguistic program students, for the tertiary education practitioners as well as those involved into decision making and curriculum development.

The minimal important difference in obsessive-compulsive disorder: An analysis of double-blind SSRI trials in adults.

The change in symptoms necessary to be clinically relevant in obsessive-compulsive disorder (OCD) is currently unknown. In this study, we aimed to create an empirically validated threshold for clinical significance or minimal important difference (MID). We analyzed individual participant data from short-term, double-blind, placebo-controlled registration trials of selective serotonin reuptake inhibitors in adult OCD patients. Data were collected from baseline to week 12. We used equipercentile linking to equate changes in the Clinical Global Impression (CGI) scale to changes in the Yale-Brown Obsessive-Compulsive Scale (YBOCS). We defined the MID as the YBOCS change linked to a CGI improvement of 3 (defined as "minimal improvement"). We included 7 trials with a total of 1216 patients. The CGI-scores and YBOCS were moderately to highly correlated. The MID corresponded to 4.9 YBOCS points (95% CI 4.4-5.4) for the full sample, or a 24% YBOCS-decrease compared to baseline. The MID varied with baseline severity, being lower in the group with mild symptoms and higher in the group with severe symptoms. By linking the YBOCS to the CGI-I, this is the first study to propose an MID in OCD trials. Having a clearly defined MID can guide future clinical research and help interpretation of efficacy of existing interventions. Our results are clinician-based; however, there is further need for patient-reported outcomes as anchor to the YBOCS.

INTEGRATING MULTIMODAL ADAPTATION INTO TRANSLATOR TRAINING: A THEORETICAL RATIONALE

With evolving multimedia communication, traditional translation studies focusing on fidelity are being transformed by the need for multimodal and intersemiotic approaches. Extending this discussion to translator training, this study argues for the necessity of teaching adaptation skills in the training of future translators in line with the needs of the multimedia age. By viewing translation as a process of re-creation, the study stresses the often-overlooked creative potential of translation. At this point, the inclusion of adaptations in translator training offers the opportunity to experience the inherent creative potential of translation and emphasizes the intersemiotic dimension. The paper first offers a theoretical justification for this approach, then discusses methods of implementation as well as potential benefits. Integrating adaptation into translator training can be approached theoretically, analytically, and practically. It offers advantages such as broadening the scope of translation beyond language, bridging the gap between training and market needs, and enhancing interdisciplinary knowledge.

What are the differences? A comparative study of generative artificial intelligence translation and human translation of scientific texts

Generative artificial intelligence translation (GenAIT) brings convenience yet also imposes severe challenges on the dissemination of knowledge. The respective (dis)advantages of GenAIT and human translation (HT), and the ways to promote their effective interaction have not been sufficiently explored yet. This study investigates the linguistic features of GenAIT and HT of scientific texts rendered from English to Chinese from lexical and syntactic levels. The GenAIT is generated by ChatGPT 3.5, a representative GenAI platform, while HTs are done by 19 Master-of-Translation-and-Interpreting students in China. Data shows that GenAIT and HTs present distinguished linguistic features in both levels. At the lexical level, HT exhibits lengthier texts with a lower average word diversity; GenAIT presents higher accuracy in translating terminology. At the syntactic level, the average sentence count in HT is greater, whereas its average sentence length measured in tokens is shorter. Moreover, human translators tend to transform sentences from passive voice into active voice more frequently than ChatGPT 3.5 does. Furthermore, human translators exhibit superior skills in deconstructing lengthy and complex sentences into shorter, more comprehensible clauses. This study reveals that ChatGPT 3.5 and human translators exhibit complementary capabilities in the translation of scientific texts, thereby suggesting an optimisation of the strengths inherent to both parties. Implications are provided for future translator training, language service providers and the ongoing development of GenAIT and HT.

Birthing a new maternal cognition literature: 10 recommendations for future research.

Whilst the field of maternal cognition is gaining interest, with a recent increase in publications, there are still only a handful of existing studies. This presents a unique opportunity for reflection and growth, advancing scientific rigor to ensure that future interpretations of maternal cognitive functioning are based on robust, generalizable data. With this in mind, we offer ten recommendations for future cognitive research in motherhood, with a focus on intentional study design. A study's design dictates the questions that can be asked, and the answers that can be gleaned from collected data, making study design a cornerstone of robust and reproducible science. These recommendations are intended as a resource for study conceptualization and design, participant recruitment, result interpretation, and peer review.

Regulating algorithmic care in the European Union: evolving doctor-patient models through the Artificial Intelligence Act (AI-Act) and the liability directives.

This article argues that the integration of artificial intelligence (AI) into healthcare, particularly under the European Union's Artificial Intelligence Act (AI-Act), poses significant implications for the doctor-patient relationship. While historically paternalistic, Western medicine now emphasises patient autonomy within a consumeristic paradigm, aided by technological advancements. However, hospitals worldwide are adopting AI more rapidly than before, potentially reshaping patient care dynamics. Three potential pathways emerge: enhanced patient autonomy, increased doctor control via AI, or disempowerment of both parties as decision-making shifts to private entities. This article contends that without addressing flaws in the AI-Act's risk-based approach, private entities could be empowered at the expense of patient autonomy. While proposed directives like the AI Liability Directive (AILD) and the revised Directive on Liability for Defective Products (revised PLD) aim to mitigate risks, they may not address the limitations of the AI-Act. Caution must be exercised in the future interpretation of the emerging regulatory architecture to protect patient autonomy and to preserve the central role of healthcare professionals in the care of their patients.

Developing Transcreation Skills in Translation Studies: Training University Lectures to Address Demands for Creative Translation

The relevance of transcreation skills goes beyond mere translation strategy to a more sought-after service, that help equip translators with relevant employability skills. Nevertheless, the concern for the high demands of translators who possess these skills calls for a thorough training of future translators to acquire these skills. On the other hand, this will be possible if translator educators are already equipped with these skills. As such, this study aims to explore how translation educators, specifically, university lecturers can be prepared to effectively address the growing need for transcreation skills. The research further explores practical techniques and approaches aimed at teaching instructors to successfully impart transcreation abilities and adequately equip students for employment in creative translation. In order to achieve the objective of this research, a quantitative research methodology was adopted, and an online research questionnaire was also utilized. Moreover, a total of ninety-seven (97) study participants were included in the online survey to express their perspectives on how the university lecturers can be trained to address demands for creative translation. The participants' replies, which constitute the primary dataset for this study, were presented and subjected to thorough analysis. Additionally, these replies provided additional clarification on the two fundamental study hypotheses. The study results highlighted several fundamental elements connected with transcreation skills, including bilingual proficiency, creative writing, cultural sensitivity, and multimedia proficiency. Based on the analyzed data, the research revealed that adoption of practical strategies and methodologies such as professional development, inclusion of transcreation projects in translation training module, collaboration with industry experts, and technology integration helps to train translation educators to effectively teach transcreation skills. The study, however, recommends combination of these identified strategies for effective training of university lecturers.

Value-based and goal-setting orientations of pre-service Russian sign language interpreters

Introduction. The relevance of research into the problem of training Russian sign language (RSL) interpreters for the university bachelor’s degree is ensured by the government procurement for the provision of translation services for people with hearing disabilities in public offices and state agencies, which is compliant with the UN principles of providing equal opportunities for disabled people to actively participate in the life of society. During the period of university studies students are supposed to learn sign language, master translator’s skills and become aware of the specificity of communication with representatives of deaf society. To succeed in achieving these results students should clearly understand what they study and how it is related to their values and future profession. In other words, they are supposed to have goals which university program can help to achieve. Thus, the aim of the research is to analyze valuebased and goal-setting orientations of future RSL interpreters and their perception of the professionally important qualities of an RSL interpreter. Materials and methods. The research was carried out at Novosibirsk state technical university (Russian Federation). The samples were the first-year and fourth-year students majoring in Linguistics, specialty ‘English language and Russian sign language interpreter’. The data collection was done by means of a survey based on the questionnaire with open ended questions and Rokeach Value survey. Results. The choice of sample groups of the first-year and the fourth-year students was determined by the need to compare educational goals which students set at the start of the university studies and educational goals of those who have covered most part of the program and are close to graduation. The analysis of the received results reveals that the goals of the senior students are more focused on professional activity – ‘to master profession through practice’ (61%), while the goals of the freshmen are more orientated at mastering English (36%) and learning new sign language (23%). It is worth noting that 7% of the first-year students and 7.5% of the fourth-year students have the goals that are not related to studying in the program, and after graduation they are not going to work in the field of RSL interpreting. Moreover, students have rather inconsistent understanding of professionally important qualities of an RSL interpreter. The results of the Rokeach Value survey test demonstrate that students’ terminal and instrumental values correlate with their answers to the questionnaire. The instrumental values students ranked as the most important demonstrate stronger focus on self than on other people. Conclusion. The findings suggest insufficiently developed students’ skills of goalsetting and defining the means of goal attaining. The future RSL interpreters need to develop goalsetting skills that could help them formulate the strategies of setting personally and professionally important goals and define the ways of their attainment. The continuation of present research is seen as an action research into the problem of the pre-service RSL interpreters’ goalsetting.