Iii bob. Og‘zaki tarjimonlar tayyorlash metodikasi

1.4.1. Case battles

Let's move on to interactive forms of teaching interpreting. The forms of learning are understood as a form of organization of educational and cognitive activity, which is “a purposefully formed nature of communication in the process of interaction between a teacher and students, distinguished by the specifics of the distribution of educational and cognitive functions, the sequence and choice of links in educational work and the mode - temporal and spatial” [62] .

If the method explains the essence of the interaction between the teacher and the student, then the forms explain how to organize learning in specific conditions. Based on the fact that a certain form is adequate for each of the methods, i.e. the implementation of the method requires certain forms, we came to the following conclusions:
1. The case method as an interactive method is implemented through, among other things, case battles as a form of teaching interpreting;
2. Gaming technologies are implemented through the use, among other things, of interpreting competitions and translation quests as interactive forms in teaching interpreting, since in such forms of training there is an imitation component inherent in gaming technologies.
So, as noted above, one of the forms of teaching interpreting can be case battles. Case battle (from the English case battle) is to some extent a competition for solving cases. This format contributes to the formation of various skills and abilities in students and involves the development of a creative approach to the conditions of meta-subject activity. Training is based on the principle that participants in the educational process, divided into several teams, compete with each other, putting forward and arguing for various solutions to the proposed problem situations that seem to them the most effective. If the implementation of this form of training takes place in the classroom, then the teacher can act as a jury, evaluating the options offered by students for solving a particular problem task.
M. M. Stepanova and N. V. Nechaeva, authors of the article “Leaving the Comfort Zone: Interuniversity Events as Active Forms of Translators’ Training” [46], say that such events should be carried out using situations from real translation practice. Such materials can be found in the "Practice" section of the website of the Translator's Code of Ethics (translation-ethics.ru), which includes the following sections:

1. 
   Public relations
   

2. 
   Relationships in the professional environment
   

3. 
   Relationship with customers
   

4. 
   Competition
   

5. 
   Payment and responsibility
   

6. 
   Professional working principles
   

The "Code of Ethics" is a set of principles, the purpose of which is to regulate the ethical side of professional translation activities, which should also be paid attention to in the process of teaching translation. Section "Practice" - a huge database of real situations from translation activities; each of the cases has its own name, a description of a specific problem situation and a proposed solution, as well as a link to a paragraph of the "Code of Ethics" that governs a particular situation. The case battle can take place according to the following algorithm: students are divided into mini-teams, offer solutions to the problem, express their position on the designated topic, come together to an alternative solution and choose the best option.

Questions of the professional ethical side of the translator's activity should be considered as a certain format of theoretical and practical translation classes. It is case battles, as an interactive form of teaching interpreting, that make it possible to study the ethical component of the work of an interpreter in the best way. Examples of conducting classes with case battles for teaching interpretation are presented in Appendix 2.