SYSTEM-ACTIVITY APPROACH TO FORMATION OF RESEARCH COMPETENCE OF FUTURE TRANSLATORS BY PROJECT-BASED LEARNING METHODS

The article reveals the essence of the system-activity approach to the formation of research competence of future translators by means of project-based learning and identifies its features in the process of their professional training in higher education. The content of the concept of “research competence” is analyzed and it is established that the basis of research competence is the ability to identify the problem in time, formulate a hypothesis, select and analyze the necessary information for research, select the necessary research and data processing methods. The ability to analyse the intermediate results of the study, to discuss the possibility of interpreting the results of the study, to use the results of the study in practice is required. It is noted that the methodological basis for the formation of research competence of future translators by means of project-based learning at higher education institutions is a modern approach to scientific knowledge. This is a system-activity approach. The system-activity approach in the research is considered as a methodological direction of management of socio-pedagogical systems, which involves the presence of interconnected and interdependent activities in the pedagogical process (teaching, education, management, development, learning, etc.). In the course of theoretical analysis, the main ideas of the system-activity approach in the context of formation of research competence of future translators are revealed. Emphasis is placed on the fact that training in the context of the system-activity approach should be organized in such a way as to purposefully form the research competence of future translators. It is established that the use of project-learning technologies allows to bring educational activities as close as possible to the conditions of professional research. The experience of implementation of the systemactivity approach in the formation of research competence of future translators at Alfred Nobel University is revealed. The formation of research competence of future specialists took place in three stages: the formation of skills in working with literature, which is a necessary skill when working on educational or scientific research; implementation of educational and research projects (in the first year – writing essays, in the second and third years – writing term papers and implementation of other projects of educational and research direction); extracurricular work of students (participation of future translators in student conferences, implementation of research projects of various kinds in such disciplines as “Comparative Lexicology of English and Ukrainian”, “Translation Practice”, “Self-Management”, “Linguistics of Second Foreign Languages”)

RESEARCH IN THE FIELD OF TRANSLATION AS A COMPONENT OF THE PROCESS OF FORMING THE RESEARCH COMPETENCE OF FUTURE TRANSLATORS

The article attempts to reveal the problem of research in the field of translation as a component of the process of forming the research competence of future translators. The aim of the article is to study the peculiarities of translation studies and their role in the development of future translators’ research competence. The relevance of the study is substantiated, which is determined by the fact that the profession of translator is currently one of the most prestigious and popular professions in the world; there is the demand for new types of translators – fixer translators and military translators, which is due to the beginning of Russia’s full-scale invasion of Ukraine. It is noted that the subject of translation studies is the study of the regularities of the translation process and the factors that affect the course of the translation process and determine the result of the translation. The features of the areas of research in the field of translation are considered. It is established that foreign scholars distinguish the following areas of research in translation studies: text analysis and translation; translation quality assessment; genre translation; multimedia translation; translation and technology; history of translation; translation ethics; terminology and glossaries; interpretation; translation process; training of translators; and the profession of translator. It is noted that translators have the opportunity to conduct their research in several fields with different directions and orientations. Some translators choose one of the areas of comparative research, while other translators use different types of questionnaires and interviews to measure the relationship or importance of a specific translation-related issue. Another important area of research in the field of translation is considered – research in the field of training future translators, since conducting high-level translation research requires a translator to have developed research competence. It has been proved that a higher education institution should train a specialist researcher who tries to disseminate and explore new methods of work, who should form new ideas and is able to put them into practice. The future specialist should develop the skills of independent creative scientific work, form a circle of their scientific interests, master the norms and scientific and methodological principles of experimental and research activities. The basis of the research competence of future translators is the ability to identify the problem in time, formulate a hypothesis, select and analyse the necessary information for the study, select the necessary methods of research and data processing, focus not only on the final but also on intermediate results of the study, discuss the possibility of interpreting the results of the study, and use the results of the study in practical activities. These characteristics determine the ability of future translators to conduct scientific research in the field of topical issues of modern humanities, linguistics, literary studies, translation studies and are an important indicator of the high qualification of these specialists. The study organizes and systematizes the available knowledge on the problem of the essence and directions of translation studies, allowing, after appropriate adaptation, applying it in the process of forming the research competence of future translators. The prospects for further research on this issue include the development of pedagogical conditions for the formation of future translators’ research competence, taking into account the peculiarities and directions of translation studies

Application of the Research Approach to Teaching Future Translators in Higher Educational Institutions

The aim of the study was to experimentally implement the concept of teaching translation in the system of higher linguistic education using a research approach. The pedagogical experiment was conducted to test the effectiveness of the research approach in teaching future translators. The aim was achieved through the following methods: pedagogical experiment, Mehrabian Achievement Motivation Test; determining competence level in accordance with the criteria (low, medium, high). Wilcoxon test, McNimar’s test, χ2 (chi-squared test) were used to process statistical data. The introduction of pedagogical conditions in the experimental group resulted in decreasing low level of knowledge from 34% to 28%, while the high level rose from 8% to 26%. The indicators of the control group changed slightly. The experiment showed that the average number of correctly completed final test assignments by experimental group students was 2.66 more than in the control group, and the variance in the number of correctly completed assignments in the experimental group as a whole was 1.76 less than in the control group. The analysis of the data obtained demonstrates the effectiveness of implementing a research approach in teaching future translators. The respondents from the experimental group showed a higher relative level of professional competencies when compared with the respondents who were taught by common curriculum. Further research will focus on finding effective models for combining different innovative methods of teaching future translators