Information and Communication Technologies in the Teaching of Interpreting

AbstractThis article is devoted to the features of training oral consecutive interpreting for language students of the Department of Chinese. It is focused on a competence-based approach to education and takes into account the linguistic and cultural characteristics of the Chinese language. This is also the ability to use information and communication technologies in teaching this kind of activity as opportunities to improve knowledge in the field of interpretation, not only in the learning process, but also for future professional activity

Consecutive interpreting training in groups of foreign students by means of LCT and ICT technologies

This paper focuses on teaching consecutive interpreting to foreign students (in Chinese-English language pair), by means of the use of new linguistic computer technologies (LCT) and information and communication technologies (ICT). These include: Moodle, MOOC, Flipped classroom, Tag cloud, Scratch, which have the potential to train and develop skills not only directly in the process of education, but also over the further professional life, regardless of the location of future linguists and interpreters

Formation of the professional competence of an interpreter within the framework of a course of film and video interpretation (the Chinese language)

AbstractThis article deals with methods of interpretation teaching with subtitles during film and video interpretation from the Chinese language to the Russian language. The process of teaching interpretation with subtitles is suggested to divide into two stages. Particular attention is paid to working with the text of film dialogues in the source language even before the beginning of a process of making a subtitle. Elements that should be marked by students by means of a preliminary analysis as subjected to an abolition are demonstrated on the example of utterances from the movie “Mulan” (2009)

Consecutive interpreting training in groups of foreign students by means of LCT and ICT technologies

This paper focuses on teaching consecutive interpreting to foreign students (in Chinese-English language pair), by means of the use of new linguistic computer technologies (LCT) and information and communication technologies (ICT). These include: Moodle, MOOC, Flipped classroom, Tag cloud, Scratch, which have the potential to train and develop skills not only directly in the process of education, but also over the further professional life, regardless of the location of future linguists and interpreters

Technical translation training in groups of foreign students using multimedia-based project activities

This paper considers the features of technical translation training using multimedia-based project activities for foreign students of the Department of Chinese. It is focused on a competence-based approach to education and takes into account the linguistic and cultural characteristics of the Chinese language. This also provides an opportunity to use communication technologies in teaching, using activities that improve knowledge in the field of translation, not only in the educational process, but also for future professional activity

Insights into receptive processing of authentic foreign discourse by EFL learners

Learning a foreign language nowadays is not just remembering words and grammar rules; it is a process of penetration into the hidden meaning of the message. Context plays a major role in the success of oral comprehension. This investigation looks at the issue of perception of authentic speech from the perspective of discourse approach. The authors study various factors influencing EFL learners’ comprehension of authentic English American speech. Our observations and empirical data have led us to believe that there are some major difficulties of comprehension in the level of discourse which include not only unknown words but also lack of cultural awareness and pragmatic competence. Problems arise when the learners cannot infer the right meaning of the utterance because their perception stays in the vocabulary or grammar level without integrating both linguistic and extra linguistic features of the context of communication

Insights into receptive processing of authentic foreign discourse by EFL learners

Learning a foreign language nowadays is not just remembering words and grammar rules; it is a process of penetration into the hidden meaning of the message. Context plays a major role in the success of oral comprehension. This investigation looks at the issue of perception of authentic speech from the perspective of discourse approach. The authors study various factors influencing EFL learners’ comprehension of authentic English American speech. Our observations and empirical data have led us to believe that there are some major difficulties of comprehension in the level of discourse which include not only unknown words but also lack of cultural awareness and pragmatic competence. Problems arise when the learners cannot infer the right meaning of the utterance because their perception stays in the vocabulary or grammar level without integrating both linguistic and extra linguistic features of the context of communication