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1.4.1. Educational conferences
Interactive teaching methods include training conferences, which I. S. Alekseeva writes about in the article “Scenario approach in the preparation of interpreters: training conferences” [4]. This approach is implemented through modeling situations of translation practice as close as possible to reality on the basis of pre-prepared scenarios. The scenario itself implies “prescribing a system of actions in a specific situation and is characterized by the fact that it allows you to quickly identify the unfolding version of the situation and determine the option of action” [24].
According to I. S. Alekseeva, the peculiarity of the scenario approach is
“simultaneous mastering with its help the entire algorithm of professional behavior, including multi-stage preparation for translation, moderation of events, creation of speeches and self-control” [4].
It is precisely the training conferences that reflect the essence of the scenario approach, according to which during training the atmosphere of the real work of an interpreter is reproduced as accurately as possible. Any such training conference as a teaching method consists of a preparation stage, the actual conference itself, where the speakers' presentations and discussions are translated, and a reflection stage, where the chosen translation solutions are analyzed. The structure of the training conference can be represented as follows: participants receive information about the upcoming conference, a script is written with all the information important for the conference, materials (texts, video and audio materials, presentations) necessary for the conference are presented, roles are distributed among all participants ( from the chairman of the conference to translators and organizers of the conference).
The scenario approach is based on the implementation of a specific project - the organization and holding of a conference on a specific topic. One of the most important stages in conducting training conferences in interpreting training is the stage of analyzing the performed translation activities and receiving feedback. This stage in learning helps students to understand the inaccuracies, correct them and gives them the opportunity to improve their translation skills in the future.
Training conferences in teaching interpreting develop students' various skills and abilities:
1) the ability to retain in memory the required amount of initial information;
2) the ability to carry out language compression and apply translation transformations in order to convey the accuracy and completeness of what was said;
3) the ability to solve translation problems;
4) organizational and managerial skills that are important in organizing and conducting such training conferences and, in general, in the work of an interpreter;
5) information retrieval skills;
6) the skill of probabilistic forecasting in the implementation of translation and the skill of switching from one language to another.
According to I. S. Alekseeva, it is necessary to take into account the following points when holding educational conferences:
1) The task of the teacher is to take a neutral position and comment on the students' translations at the stage of reflection;
2) It is worth inviting teachers of other disciplines and languages to study conferences.
St. Petersburg Graduate School of Translation of Herzen University regularly conducts such training conferences, which are distinguished by the language parameter (bilingual and multilingual conferences), as well as by types of interpretation (oral consecutive, simultaneous or conferences, when both oral consecutive and simultaneous are involved). Conferences can use a variety of materials - conferences where speeches are delivered live, conferences using audio and video materials, or conferences that can be conducted on ready-made presentations.
I. S. Alekseeva presents a typology of educational conferences according to the degree of complexity and the sequence of their application in teaching. This classification includes the “Children's Forum”, thematic conferences with consecutive translation (conference with language C, with language B, conference with general B and one or two C), training conferences with simultaneous translation, UN institutional conferences, video conferences with the European Commission, UN, the Ministry of Foreign Affairs of the Russian Federation, universities.
Using this approach in teaching interpretation, according to I. S. Alekseeva, the “interactive nature of the model” is manifested, which consists in the fact that the parties work together to achieve results in the educational process [Ibid.].
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