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1.4.2. Translation quests
Let us dwell further on translation quests. This form of translation learning can be understood as an interactive story, in which players are required to solve various problems in order to progress through the plot of the so-called game. The plot can be predetermined by its organizer, or it can offer many solutions, the choice of which depends on the actions of the participant. In the educational process, a quest is understood as
“a problem that implements educational tasks, which differs from the educational problem by elements of a plot, a role-playing game, associated with the search and discovery of places, objects, people, information” [46]. Thus, the basis of the educational quest is the presence of a problem situation with elements of a role-playing game. The teacher developing the quest needs to determine the goals and objectives of the quest for his target audience, the number of participants; plot and format of the quest.
It should be noted that such a translation quest reflects all the important features of translation activity, helps students assess the level of their professional skills and pay attention to the process of learning translation itself. Conducting such innovative translation quests helps to increase the level of students' motivation and will help to build a certain connection between the existing knowledge of the future translator and his future profession.
Translation quests immerse students in a real situation, where they learn to plan their future activities, work in a team, and constructively defend their point of view. This form of education allows students to develop different approaches to solving the translation problem, activates various types of student activities, helps to gain practical experience in the field of translation and has a positive effect on the effectiveness of the educational process.
Conclusions on the first chapter
This chapter "Theoretical Foundations of Interpreting Teaching" discusses the didactics of interpreting activities, presents a classification of interactive methods, technologies and forms in teaching interpreting, and substantiates the expediency of integrating such training in the educational process. Based on the results of writing the first chapter, the following conclusions were drawn:
1. The training of interpreters is relevant at the moment, and interactive methods, technologies and forms are one of the effective ways to achieve this goal.
2. In this work, following a number of other scientists, we understand interactive learning as “a way of cognition carried out in the forms of joint activity of students” [49]. Interactive learning is characterized by the fact that students perform joint activities, exchanging such fundamentally significant competencies as knowledge, ideas and personal experience. In addition, interactive activity involves building and further developing dialogue communication. With this format of training, the teacher performs only the function of an organizer, directing students to find a solution to a particular situation.
3. Interactive learning is implemented through the introduction of interactive methods, technologies and forms in teaching interpreting.
4. Interactive methods include the case method, training conferences, simulation of real translation situations, the method projects. Thus, the case method contains a situation close to reality, which is constructed on the basis of the experience of practicing translators. As a result, students get an understanding of what awaits them in the practice of professional activity. Training conferences are implemented by modeling real situations of translation activity on the basis of scenarios prepared in advance. From the very beginning of interpreting training, students develop practical skills and abilities that are relevant in their future profession. Here we are also talking about the method of modeling real translation situations, which is implemented within the framework of the scenario approach by simulating negotiations and interviews in teaching interpreting. The project method allows you to develop the skills of argumentation and the ability to work in a team and carry out activities that have a specific practical application, which prepares students for future professional activities.
5. Interactive technologies are implemented through the introduction of gaming technologies, which, in turn, are an imitation of the typical features of professional translation activities. Through assuming different roles in gaming technologies and simulating real situations of interpreting, students see themselves and their experiences from different angles. Game technologies contribute to the creation of conditions for the development of students' professional competencies by creating situations of professional translation activity.
8. As interactive forms of teaching interpreting, we consider case battles, which imply a kind of competition in solving cases; interpreting competitions, which are tools for professional self-development; and translation quests, which are based on cases from the real translation industry, and the task of the quest participants is to go through various “stations”, during which students master professional translation competencies.
The use of all the above methods, technologies and forms in the process of teaching interpreting involves the transition to a practice-oriented approach and the recreation of real situations of professional translation activity. Using this format of classes on a regular basis, students understand what awaits them in the future, gain practical experience in the field of translation and develop interest in mastering their future profession.
3.2. Statistics of universities teaching interpreters
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