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1.4.1. Simulation of real translation situations
As part of the scenario approach, we consider it expedient to single out the method of modeling real situations of translation activity, which is embodied through negotiations or interviews. The basis for such an assertion is the presence of a certain scenario for the event, the preparatory stages for the implementation of the translation, moderation of the event. Negotiations and interviews organized for educational purposes are conducted approximately according to the same scenario as educational conferences, and consist of the following stages:
1. Preparatory stage - defining the topic, writing a scenario for conducting interviews/negotiations, pre-prepared questions (for interviews), distribution of roles, development of criteria for evaluating translation and holding the event in general;
2. The main stage, during which an interview is played or negotiations are conducted in accordance with the specified criteria and plot;
3. The final stage is the evaluation of the activities of the translator and other participants, analysis of the results.
Thus, classes using these methods allow students to develop the necessary skills that are important in real translation practice. The scenario approach in teaching interpretation allows immersing students in a situation close to professional translation and helps the future translator to achieve mutual understanding in a situation of professional communication. This method in students develops practical skills and is a means of enhancing the professional competencies of future specialists in the field of translation. The scenario approach is a tool for professional development.
1.4.1. Project method
Among the interactive methods in teaching interpreting, we also highlight the method of projects. Yu. A. Kovalenko and L. L. Nikitina note that “project work is aimed at the formation and development of the qualities of a competitive personality” [33]. This is one of the main tasks in the preparation of future translators in higher educational institutions. In the process of implementing the method of projects, the educational process is built on the basis of the interests of students. Project work allows students to show independence in planning, organizing and controlling their educational and cognitive activities, to acquire new knowledge from different sources and communication skills, working in groups. The result of such activity — creation of any product or phenomenon [36].
M. M. Stepanova and N. V. Nechaeva note that the project activity is unsystematic and its use is determined by the enthusiasm of individual teachers. At the same time, the project method “can be implemented only with close cooperation between universities and representatives of translation companies operating in the market” [47].
An example of the use of project work in teaching translation is a student project to develop a glossary for the subject "Translation Theory". The project was implemented by the Department of Linguistics and Intercultural Communication of Peter the Great St. Petersburg Polytechnic University and the translation company T-Service. The main goal of the project was to master the skills of lexicography of terminological units and to compile a glossary of terms of translation studies in the specialized system SDL Trados Multiterm for further application in practice.
The glossary was divided into several thematic blocks - "Basic concepts of the theory of translation", "Types of translation" and "Translation techniques". The glossary was based on L. L. Nelyubin’s “Explanatory Translation Dictionary” [45].
In organizational terms, the project work was carried out as follows:
1. The initial stage - the teacher sets goals and voices the tasks of the project. Students are divided into groups based on the three thematic blocks presented in the glossary. At the first lesson, all the features of the project are discussed, and during the discussions, control over the implementation of the project was carried out every week.
2. The main stage is the compilation of a glossary by groups on their topics. The students performing terminological work were faced with the task of finding terminological correspondence in dictionaries and glossaries; justification of the chosen option; selection of examples of the use of this term in appropriate contexts; assessment of the frequency of use of the term in educational and scientific literature on the theory of translation. The project manager was responsible for the organizational aspects of the activity.
3. The final stage is the presentation of the results of the project, evaluation and feedback.
It should be noted that when implementing the project method, students receive a specific result for the purpose of practical application for further work in the field of translation. Such a project is aimed at acquiring glossary writing skills, which is subsequently useful in preparing for future interpretation activities. At the same time, project work allows you to master new skills and consolidate theoretical knowledge.
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