Iii bob. Og‘zaki tarjimonlar tayyorlash metodikasi

1.4.1. Gaming technologies
Let's turn to interactive technologies in teaching interpreting. The concept of "pedagogical technology" was first mentioned in works on reflexology in the 1920s. This term is understood as “a model of joint pedagogical activity thought out in all details to design, organize and conduct the educational process with the unconditional provision of comfortable conditions for students and teachers” [44]. Pedagogical technology "as a field of pedagogical theory explores the most rational ways of learning" [63].
Recently, the attention of scientists has been directed to the development of the essence of the phenomenon of "pedagogical technology", the identification of its characteristics and typologies. These issues are explored in the works of Russian teachers O. A. Abdullina, V. P. Bespalko, E. V. Bondarevskaya, N. V. Bordovskaya, N. P. Gorchakova-Sibirskaya, E. A. Kryukova, V. V. Lapteva , N. M. Levina, E. V. Lyubicheva, V. M. Monakhova, P. E. Reshetnikova, G. K. Selevko, V. V. Serikova, A. P. Tryapitsyna, N. F. Talyzina, P I. Tretyakova, NO Yakovleva, etc. Under the term "pedagogical technology" some researchers understand the educational process, others - the means, methods and techniques of organizing such a process, others - a model of joint pedagogical activity. A classification of educational technologies has been undertaken in the scientific literature. Thus, one of the approaches to the classification of educational technologies, the authors of which are N. V. Bordovskaya and A. A. Rean [13], identifies task, game, computer, dialogue, and training technologies.
In this study, we are interested in gaming technologies, which are “an integral part of pedagogical technologies. Game technologies are associated with the game form of interaction between the teacher and the student through the implementation of a certain plot (for example, the plot of a game), the content of which includes educational tasks” [Ibid., P. 123]. The place and role of game technology in the educational process, the combination of game elements and learning largely depend on the teacher's understanding of the functions of pedagogical games. The competence-based approach proposed by A. A. Verbitsky meets modern requirements for the organization of the educational process. This approach involves the use of gaming technologies that optimize the process of training future translators [18]. The concept of "game technologies" includes "a group of techniques for organizing the pedagogical process in the form of various pedagogical games, which differ from games in general in that they have a clearly defined learning goal and a pedagogical result corresponding to it, which in turn are justified, highlighted explicitly and are characterized by educational and cognitive orientation” [16]. G. K. Selevko, Academician of the International Academy of Sciences of Pedagogical Education, classifies gaming technologies as pedagogical technologies based on the activation and intensification of students' activities [55]. Such technologies have the means to activate human activity, and “activity” means such activity, which is characterized by a high level of motivation, effectiveness and compliance with social norms.
Game technologies in interpreting classes are implemented through the integration of various types of games, which act as a means of stimulating learning activities. Pedagogical science has accumulated considerable experience in the use of the game in the educational process. The goal of each game is to solve some problem. The game, according to A. A. Verbitsky, is able to “involve in the educational process, increase motivation to study a certain discipline” [18].
Many scientists dealt with the problem of gaming activity: K. Gross, P. P. Blonsky, D. B. Elkonin. The growing interest in games is due, firstly, to the development of pedagogical theory and practice, the widespread use of problem-based learning, and, secondly, to the social needs of the formation of a versatile active personality. L. S. Vygotsky paid great attention to the role of play in the mental development of the individual. According to L. S. Vygotsky, the game is the processing of experienced impressions, the construction of a new reality on their basis [21]. L.S. Vygotsky argues that the criterion of the game is the presence of an imaginary situation, i.e. a situation in which there is a discrepancy between the imaginary field and the semantic field.
The game is a source of development, and therefore it creates a zone of proximal development.

Domestic teacher D. B. Elkonin in the book "Psychology of the game" was engaged in the development of the theory of the game, its methodological foundations and found out its significance for the development of the student [74, p. 360]. As a result, D. B. Elkonin came to the conclusion that “play is an activity in which social relations between people are recreated outside the conditions of directly utilitarian activity.” D. B. Elkonin singles out the structural components of the game:

Usually the structure of the game contains the stages of goal-setting, planning, implementation and analysis of the results, in which the person realizes himself as a subject. S. A. Shmakov singles out the features characteristic of games [72]:

1. Free developmental activity, which is implemented based on the desires of the person himself, and not only on the result (“procedural pleasure”)

1. Creative, improvised, active nature of the activity (“field
creativity")

1. The emotional component of all activities, rivalry and competition (“emotional stress”)

The presence of rules that reflect the content of the game, the sequence of its development

To date, a large number of games and options for their implementation have been developed. So, a business game, according to A. A. Verbitsky, is understood as “a form of recreating the subject and social content of professional activity, modeling systems of relations,
characteristic of this type of labor” [17]. The business game as a component of the pedagogical process is based on didactic principles [Ibid.]:

Such psychological and pedagogical principles implemented within the framework of conducting a business game constitute the concept of a business game, reflect knowledge about the learning process carried out in a game form, its structural elements and offer systemic use. The business game in the process of teaching interpretation acts as a form of quasi-professional activity and is used to ensure that participants understand the process of translation practice modeled in the game.

Business games are aimed at [14]:

Formation of cognitive and professional motives and interests

Education of systemic thinking of a specialist, including a holistic understanding of not only nature and society, but also oneself, one’s place in the world Transfer of a holistic view of professional activity and its large fragments, taking into account emotional and personal perception

________________________________________________________Teaching collective mental and practical work, the formation of skills and abilities of social interaction and communication, skills of individual and joint decision-making
__________________________________________________________
Education of a responsible attitude to business, respect for social values and attitudes of the team and society

Training in modeling methods, including mathematical, engineering and social design

A business game is a purposeful recreation of the content of professional activity. In the process of conducting an educational business game, students "play" the role of a professional translator and implement translation activities. This type of game allows you to create various situations of professional activity, providing conditions for the development of professional competencies of students.
One such example is the business game “Translation unites professionals”, which was held on the basis of the Odintsovo branch of MGIMO of the Ministry of Foreign Affairs of the Russian Federation as part of the International Scientific and Practical Conference “Translator 2030” timed to coincide with the Day of the Teacher of Translation. Career guidance game was organized by the Association of Teachers
translation industry together with partners from the translation industry RuFilms, VERSPEAK, Protranslation, Literra and others. real translation industry.
Another example of a business game is the Monopoly for Translators, which will be organized in July 2021 for translators and translation students as part of the Summer School held by the Association of Translation Teachers. In this event, the participants of the game will try themselves in different roles at all stages of translation - from approval and receipt of an order to acceptance of the result. Translators and students of translation profiles will be able to get acquainted with the peculiarities of the translation business. At the end of the game, participants will receive feedback from translation teachers and representatives of the translation industry.
L.V. Ezhova [25] offers a classification of business games according to the following criteria:







Of particular interest in teaching interpreting are role-playing and simulation games. Role play consists in accepting and playing the role of other people and is an imitation of the typical features of professional activity. Through accepting the role of others, individuals see themselves and their experiences from different angles.
The role-playing game consists of several phases, which are presented as follows:
1. The phase of organization/planning: setting the task and determining the goals of the game, describing the content and structure, choosing the form of holding, topics, preparing methodological equipment;
2. Pre-game phase: direct interaction between the teacher and students, receiving instructions, distribution of roles;
3. Phase of the game: immersion in the situation, playing their roles by the participants;
4. Discussion phase: reflection of the experience gained, summing up, further questioning of students based on the results of the role-playing game.
The use of a role-playing game in teaching interpreting allows you to recreate and simulate real situations of translation. Kevin Werbach, one of the most famous researchers of gamification, the author of a course devoted to the issues of this phenomenon, highlighted the most important
role play components. It is these elements, according to the author, that should be the focus of attention in the preparation and conduct of any role-playing game. Kevin Werbach's three-level model looks like this:


The Dynamic level is the top level, which includes the most important elements and components that form the basis of the whole game. This level includes limitations, emotions, chronology or narrative, progression and relation.
The second level "Mechanics" contains challenge, chance, feedback, reward, moves and win state. These elements of the game advance the participant along a predetermined plot.
The third, final, level "Components" implements the two previous levels - "Dynamics" and "Mechanics". The third level represents achievements, levels, quests, teams, leaderboards, etc.
Thus, Kevin Werbach's three-level pyramid suggests that the components of the highest level should, according to the author, "be supported and revealed by one or more elements of the lower levels" [78].
When conducting role-playing games, students "play" a certain role, follow it and perform according to the given rules. It is also interesting that in games different participants can play the same role in an extremely specific situation. This helps to analyze how differently one can act within the same scenario and evaluate the effectiveness of such training. An example of a role-playing game is a game of conference translation, conducted on the basis of Tver State University as part of an internship for fourth-year students of the “Translation and Translation Studies” profile. This event is already annual, and in 2021 it was held remotely on the MS Teams platform due to the coronavirus pandemic. The conference was devoted to the economy, industry, culture and educational environment of the Tver region. Students acted as translators and foreign experts with presentations on the specified topics. Performances in English were presented in four thematic sections: “The History, Geography and Culture of the Tver Region”, “The Economy of the Tver Region”, “Tourist Attractiveness of the Tver Region” and “Science and Education in the Tver Region” ". Translation teachers and representatives of translation companies acted as experts evaluating the work of future translators. During the students' presentations, experts assessed the knowledge of translation ethics, the culture of speech, compliance with the norms of the translating language, and knowledge of terminology [61].
Speaking of imitation games, G. K. Selevko considers this type of game as an imitation of the activities of an organization, where real events or extremely specific activities of people are recreated. This type of game is aimed at developing various behavioral strategies, skills to act in typical situations. The purpose of the simulation game is to give students an idea of ​​how they should act in certain conditions [55].
Porshneva E. R. and Panova A. N. in the article “Methodology for conducting an imitative business game in teaching translation” [52], after analyzing the specifics of translation activity and studying the typology of games, they note that “no single game, be it role-playing, imitative or business, does not allow to fully use the professional competencies of future translators. For this reason, at the Nizhny Novgorod State Linguistic University. N. A. Dobrolyubova developed the simulation business game "International Discussion". According to the authors of the article, “the role component in the game is assigned to participants representing foreign cultures, the imitation component is presented in the imitation of a real event, and professional (business) tasks are performed by students-translators” [52].
This game is built in such a way that it is possible to use as many types of translation as possible. The main goal of this game, during which real translation tasks are simulated, is to develop and improve translation competencies. This game also has conditions:

Condition №1

Condition №2

Condition №3

Moreover, we note that compliance with condition No. 3 enables students to form intercultural competence.
The authors of the game have developed scenarios, themes and events of which are formed on the basis of the official calendar of events of major international organizations. An important point is that the participants use authentic texts in the process of playing their role, special attention is paid to interaction with the audience.
After the simulation business game, the results of the translation activities are discussed, and the participants are surveyed based on the results of the work. This type of game models all aspects of professional translation activity, forming the necessary competencies for further work in the future and preparing psychologically for this process.
It should be noted that when working with gaming technologies, the task of the teacher is to select the necessary problem situations on a specific material, prepare didactic material, distribute roles between students, clearly define the structure of the game, discuss and analyze the actions of students.
Game technologies are based on game modeling of educational and professional activities, and their use in teaching interpretation contributes to the achievement of the following methodological goals:
1. Overcoming communication difficulties;
2. Psychological readiness of the future translator for verbal communication;
3. Providing students with the necessary knowledge and skills for further professional activities;
4. Training students in choosing the right speech option in order to prepare students for situational spontaneity of speech.
Summarizing all of the above, we note that game technologies in teaching translation involve improving the skills of oral translation and the prospect of professional development, familiarizing the student with the professional translation activity that he is going to perform in the future, developing the ability to make immediate decisions, enhancing mental activity, and developing practical skills. and preparation for real translation situations. Such technologies help to acquaint students with possible translation situations and psychologically prepare for them, increase interest and motivation for learning and acquiring new skills, and give more confidence in further work.
The game allows you to develop professional competencies in future specialists:

With the help of artificially created conditions, various life and professional situations are played, which is necessary for the development of the personality of an interpreter, and the formation of professional interests and skills.