Organization and content of interpreting lessons
Reverse translation training
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Reverse translation training. Translation of the translation back makes it
possible to prepare lexico-grammatical transformations, and expand vocabulary. Translation cursive training. Students are invited to record short messages from the teacher's voice and restore the text from their notes. Translators make up their individual systems of abbreviations and signs. The game method as an independent method of teaching translation was formed relatively recently. Often the method is positioned only as an effective exercise in teaching interpreting. The phrase "game method" refers to the type of activity in situations that focuses to recreate and integrate social experience, and in which self-management of actions is formed and increased. Some translators from international institutions, such as the Council of Europe, find the game method helpful for improving skills and speeding up work. There are different opinions about the game method of teaching consecutive interpreting. Some teachers consider it as teaching translation effective and efficient, they believe that the exercises should be close to the realities of translation activity. Others are adherents of classical teaching methods. The significance of the game method for mastering the skills of consecutive translation and for real translation practice seems obvious to us. The game method helps the student to navigate in an unfamiliar situation, increases the student's motivation and gives him more confidence in his work. Despite the fact that the game method is still very seldom used in trainings, it is a very worthwhile exercise for upcoming interpreters at all phases of training. REFENRENCES 1. Salomov G‘. Language and translation. - Tashkent, 1966. 2. Muminov O. A. Guide to Simultaneous Translation. – Tashkent: Axmedov, 2005. – 136 p. 3. Алеева, Г. У. Общественно-политическая лексика татарского языка: дис. канд. филол. наук: 10.02.02 / Алеева Гульназ Усмановна. – Казань, 2009. – 260 с. 4. Алексеева И. С. Сценарный подход в подготовке устных переводчиков: учебные конференции // Вопросы методики преподавания в вузе, 2020. — №33. — С. 12-26. 5. Алексеева И.С. Введение в переводоведение. – М.: Академия, 2004. – 352 с. 6. Алексеева И.С. Профессиональный тренинг переводчика. – СПб: Союз, 2001. – 288 с. 7. Алексеева, И. С. Введение в переводоведение: учебное пособие / И. С. Алексеева. – 6-е изд., стер. – М.: ИЦ «Академия», 2012. – 368 с. 8. Алимов, В. В. Общественно-политический (общий) перевод: практический курс перевода / В. В. Алимов. – 5-е изд. – М.: Ленанд, 2015. – 232 с. 9. Андреева Н.В. Психолингвистические модели функционирования памяти при синхронном переводе. − Вестник БФУ им. И. Канта, 2007. 10. Ахманова О.С. Словарь лингвистических терминов.– M.: Советская энциклопедия, 1966. – P. 487. 11. Бархударов Л. С., Штелинг Д. А. Грамматика английского языка. М.: Издательство литературы на иностранных языках, 1960. 12. Бархударов, Л. С. Язык и перевод: Вопросы общей и частной теории перевода / Л. С. Бархударов. – 4-е изд. – М.: Издательство ЛКИ, 2013. – 240 с. Internet sources 1. https://study-english.info/teaching-interpretation.php 2. https://studfile.net/preview/9485970/page:52/ 3. http://publishing-vak.ru/file/archive-pedagogy-2017-6/15-anosova.pdf 4. https://bstudy.net/814313/pedagogika/metody_obucheniya_ustnomu_pismen nomu_perevodu Download 415.03 Kb. Do'stlaringiz bilan baham: |
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