Peculiarities of Training Translation Skills Online Using Differentiated Approach in the Framework of the Program “Translator in the Sphere of Professional Communication"
Elena Semushina1*, Olesya Babenko2
2Associate Professor, Department of Theory and Practice of Translation, Kazan Federal University, RUSSIAN FEDERATION, ovbabenko.kpfu@gmail.com
Abstract
Today, using online learning technologies in combination with a differentiated approach can improve significantly the quality of teaching a foreign language when a student (or specialist) is eager to obtain additional major connected with translation. For the purpose of training the skills of professional technical translation the educational program “Translation in the sphere of professional communication” was worked out, which has been successfully operated for 15 years in online and blended forms in Kazan Federal University. The program is aimed at preparation of highly qualified translators who possess deep knowledge in their main major (technology, economics, law, etc.), linguistics and philology as well. The program is operated on the basis of MOODLE platform. Online learning courses of the program include a system of Internet-technologies which consists of a complex of electronic textbooks, webinars, methodological guides, tasks and tests. Differentiated approach to studying certain subjects is likely to achieve the following results: increasing motivation to study professional technical translation, perfect knowledge of practical English, mastering skills of professional translation and taking part in discussions on professional issues. Initially the program “Translator in the sphere of professional communication” was aimed at students with an advanced level of English, but using the system of differentiated paths, the students with initial intermediate and upper intermediate levels of English can study here as well. The purpose of this article is to examine a system of online exercises which are used to operate differentiated approach to teaching “Professional English” and “Professional translation” in the framework of a program “Translator in the sphere of professional communication”. 70 students have been trained using this technology. In other words, a system of three basic trajectories, consisting of exercises which include training listening, reading and writing skills online, is presented. The exercises are done additionally and simultaneously to online classes which are held with the teacher. The texts to read are selected according to Flesh-Kinkeid formular of complexity. Students who need additional training are divided into three groups according to their initial knowledge and are guided through learning paths. The teacher can adjust the student's work by adding a certain element of the module or closing access to it. When developing a personal learning path of students, the following stages are distinguished: placement test (students are placed into a certain group according to their initial knowledge); implementation (within each module, three types of tasks for all levels are presented); control (two types of assessment: regular and final). The distribution of students in three learning paths, which are operated online, allows you to level the knowledge of students and to compensate for the absence of the student on the webinar. However, since the requirements for the exam are the same for all students, the students with not enough level of English must study harder to get an excellent grade. The results showed a significant increase in test scores and students’ willingness to learn, especially among those students who had not had appropriate level of English before
Keywords: online study, individual trajectory, differentiated approach, Professional English.
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