Suchergebnisse

Nowadays the international situation and wide political, social and cultural relations enhance the importance of interpreting from one language into another. The role of professionals in interpreting is also increasing. It causes the necessity of special training and development of interpreters at education institutions of different levels. Training interpreters can be realized from various didactic and methodological standpoints. To find the most effective way of training interpreters the previous practical experience of teaching and theoretical research in the field of interpreters' training methodology should be analyzed. The topicality of the paper is explained by not only the increased interest in interpreting as a professional activity but also by a modern view on interpreting as a part of mediation that is considered by European researchers as a special language activity along with reading, speaking, writing and listening. As all language activities can be taught from the point of different lingo didactic approaches, consequently, training interpreting can also be studied as a realization of lingo didactic views and theories known in educational environment. The purpose of this paper is to analyze different lingo didactic approaches to teaching foreign languages and their use in training interpreters practice; generalize the ideas of the previous studies and suggest the ways how to implement these theories into the modern practice of teaching and training interpreters-to-be more effectively; concentrate on the issues of training interpreters in a specific setting; present some examples from the practice of teaching and training interpreters at Peoples' Friendship University of Russia (RUDN University).

The subject curricula of higher educational institution are correlated with the National Educational Standards and depend on the main strategy of educational development in European Union (EU). Different ways of assessment and evaluation can make effect on the ways and tools of teaching and determine the diversity of learning approaches. We consider that the students' self-assessment of the skills and competencies developed can also help an instructor to specify the particular tasks and assignments that will improve the students' abilities, skills and competencies. Self-assessment of foreign languages skills and communicative competencies' is an important factor of the students' self motivation. The experiments held proved that self-assessment findings can result in the diversification of the content components and consequently in the integration of different learning strategies into the teaching practice in the frames of the same student group. The paper concentrates on the experience of foreign language teaching of the students specified in law.

Training interpreters has always been one of the main directions of higher education in the Soviet Union. Special higher education institutions were concentrated on professional training of these specialists. National scholars worked out different pedagogical approaches, methodological tools and techniques to make interpreters training more effective. After the changes in the economic, political and social situation in the country in the 90s of the XX century, national higher education has acquired new shape and nature. The country being integrated in the international educational community participates in the exchange of theoretical view and opinions on the ways of the interpreting skills and competencies development in the frames of the world multilingual cooperation. Apparently, new educational tendencies and international teaching experience are thoroughly examined by Russian researchers and practicing teachers. The new findings of contemporary lingo didactics, pedagogy, psychology, lingo cultural mediation as well as the documents of European Council on educational issues are taken into consideration and implemented in the national higher education in general and in training interpreters of special settings in particular. New methodologies are successfully integrated into the Russian educational environment. The paper focuses on some aspects of training interpreters in a specific setting. The objectives of the paper are to analyze how Russian national traditions of training interpreters are incorporated in the contemporary educational environment, to study how well the international modern lingo didactic methods and technologies are implemented in the Russian higher education institutions. The paper presents the examples of teaching experience of training interpreters-to-be in a specific setting and considers the practice of Peoples' Friendship University of Russia (RUDN University).

Nowadays the main task of foreign language teaching in a higher education institution is to train professional communication, to develop special foreign language and personal competences. A foreign language is considered as a tool of professional life-long learning and development. However, special foreign language competencies of lawyers-to-be cannot be regarded as a set of competencies that are trained in the course of a general foreign language studying at a higher education institution. The purpose of this paper is to determine descriptors of foreign language learners' communicative behavior in accordance with their profession inter alia law and legislation. As both the professional and linguistic competences are formed on the basis of communicative language competences cultivated in the process of learning a foreign language of the profession, the descriptors of general language competencies are added by the professional language competencies of lawyer-mediators working in a professional setting. Research data and findings are resulted from the teaching experience of Foreign Languages department, Institute of Law, Peoples' Friendship University of Russia. (C) 2017 Published by Elsevier Ltd.

The curriculum of training interpreters for special settings at a higher education institution includes primarily the development of foreign language skills and competences. As such interpreting is realized in such domains as medicine, law, education etc. interpreters-to-be should be aware and study the peculiar features of the setting implied for interpreting. Content and language integrated learning approach should be realized. Court interpreters are supposed to know different aspects of law domain and specific features of law and legislature of different countries. Learning laws and legislation should be correlated with the foreign language skills development. The paper suggests the presentation and findings of experimental training held at Foreign Languages Department of Law Institute Peoples' Friendship University of Russia. The aim of the experiment was to examine the ways enhancing the efficiency of court interpreters' training. Tests assessing the dynamics of the students' skills development and surveys were also used during the experiment. The findings of the research determined the interconnection of the interpreter's skills and the students' special knowledge of the setting implied for interpretation. Assignments and tasks used in the experimental teaching could be implemented in the practice of court interpreters' training