Iii bob. Og‘zaki tarjimonlar tayyorlash metodikasi

1.4.1. Case method
Interactive learning is implemented through the introduction of various methods, technologies and forms in the learning process. Let us dwell in more detail on interactive methods in teaching interpreting. It is worth saying that in pedagogy there is no single definition of methods. In this work, following I.P. Podlasy, by methods we understand “the ordered activity of the teacher and students aimed at achieving the given learning goal; a set of ways, ways to achieve goals, solve the problems of education” [50]. Interactive teaching methods involve in the process of solving various problems, motivating the student and encouraging them to take specific actions.
These include the case-study method, according to which theoretical knowledge is applied to solving practical problems. This method is actively used both in foreign and domestic practice of education. According to E. N. Luzan, the case method consists in “the use of educational specific situations that are formulated with the help of factual material for subsequent analysis in the classroom” [42]. The case method forms translation skills and prepares future specialists for their professional activities in the future. The peculiarity lies in the fact that the case itself must contain a certain problem, the basis of which is an approximation to reality, and there are several possible solutions. This method refers to non-game simulation interactive teaching methods, since the educational material is presented in the form of micro-problems, knowledge is acquired as a result of their active research and creative work to develop solutions. It occupies an intermediate position between discussion and game methods [58].
T. Yu. Aikina defines the case method as "a method of problem-situational analysis based on learning by solving specific problems - situations" [1].
The expediency of using the case method in teaching lies in the organization of group work of students to resolve contradictions and problematic situations based on the professional activities of an interpreter.
The objectives of the case method N. Velieva [15] include:

activation of students, which, in turn,

increases the effectiveness of vocational training

increasing motivation for the learning process

mastering the skills of analyzing situations and finding
the optimal number of solutions

developing skills in working with information, including

the ability to request additional information necessary
to clarify the situation

making the right decision based on a group analysis of the situation

When teaching the translation process, the following algorithm for working with cases is provided:
1. The initial (preparatory) stage, in which there is an acquaintance with the problem situation, analysis and study of the literature on the topic, analysis of the data obtained;
2. The main stage, where various ways of solving the identified problem are proposed, there is a team discussion of possible options and a presentation of their own solution to the problem in front of the audience;
3. The final stage (the stage of checking the results), which involves a discussion of all the solutions put forward for discussion of the problem situation from each of the teams and the choice of the most effective and optimal solution. At the end of the discussion, a common opinion is developed on the development of a possible solution to the problem.
When teaching translation using the case method, the teacher is assigned the leading role, which consists in the fact that he only directs the discussion in the right direction, involves students in the discussion, controls the time of students' work, encourages students to reasonably express their point of view, explains the structure of the task and the expected results, evaluates all possible options proposed by students, involves all students of the group in the process of case analysis, sums up the general results.
According to E. N. Luzan, students of translation develop “a system of values, professional positions and professional attitudes” [42]. This fact is extremely important to take into account when teaching translation, where the case method can be effectively applied. Moreover, interpretation is an area in which a huge number of options for solving a translation problem are possible, and “the profession of an interpreter involves interaction with people, during which the translator must show his professional tact and strict adherence to ethical standards.”
M. M. Stepanova in her article “Application of the case method in teaching interpreting” says that “cases used for teaching translation should contain a real or close to reality situation, built on the real experience of practicing translators.” This will allow students to "get an idea of ​​what really awaits them in the practice of professional activity" [58]. The cases are aimed at studying and analyzing examples of successful or unsuccessful professional choice of a translator. From the point of view of the role of this method in translation, we note that the case method “provides ample opportunities for the psychological preparation of future translators for various situations that arise in the course of work, as well as for the development of ethical standards and the formation of professional translation skills” [Ibid.].
The process of solving a case is interactive, as there is a joint development of a strategy and ways to solve a given problem and an exchange of views and approaches to solving a given problem. The case method helps to master the practical translation experience of translation and allows developing different approaches to solving the translation problem.
E. N. Krasikova highlights the fundamental principles that must be consistent with any case [38]:

Training cases can be created on the basis of real stories from the life of translators (for example, “From the Notes of a Simultaneous Interpreter” by Nikolai Speshnev). Such situations can also be based on social networks (for example, professional communities on Facebook, which are designed to discuss various situations in the work of a translator), interviews, articles, publications, Internet resources, translators' blogs, scientific literature and publications for practicing translators.

One of these resources is Bridges, a magazine for practicing translators, in which translators of various specialties discuss topical issues in the field of translation studies. This publication is relevant for us because it contains the experience of practicing translators and various practical recommendations, which can serve as material for creating training cases. For example, M. A. Zagota’s article “On Translation Ethics” (section “The ABC of Business Relations”) [26], which is devoted to the relationship between translators, contains ready-made cases for use for educational purposes. Such cases and the search for a possible settlement of disputable or conflict situations should be considered in practical translation classes, as this is part of the future professional activity of a translator and this is what every person encounters in one way or another.
The solution of situations close to life develops communication competencies among students, since a foreign language is a means for solving professional problems. At the same time, it is important to note that in such situations, all available teaching aids (both traditional and interactive) should be used when the visual, auditory and emotional spectrums of information perception are involved. The use of the case method in interpreting classes in combination with traditional forms of education contributes to the optimization of the educational process. Examples of case studies as interactive methods in teaching interpreting can be found in Appendix 1.
The use of the case method in the education system involves a transition to an active, practice-oriented approach. The case-study method, which is an interactive teaching method, creates conditions for the implementation of the goals and objectives of specialist training at the present stage of education [69]. In addition to expanding practical experience, students develop the skills of independent work and analytical thinking, as noted earlier in the article, the ability to reasonably express their point of view, listen to all alternative opinions, analyze them, come to a joint solution of typical problems, increases the level of motivation for studying foreign language, taking into account professional interests and needs, teamwork skills are developed. Thus, the formation of all the above skills and abilities using the case method shows high efficiency and has great prospects in the professional training of future specialists.