The interpreting teaching’ specificity in non-language faculties

 

Irina Meshkova¹, Olga Sheremetieva², Larissa Spynu³

¹Assoc. prof. PhD., Peoples‘ Friendship University of Russia (RUDN University), Russia, meshiran1@gmail.com

²Senior lecturer, Peoples‘ Friendship University of Russia (RUDN University), Russia, oasher@mail.ru

³Assoc. prof. PhD., Peoples‘ Friendship University of Russia (RUDN University), Russia, lorance@rambler.ru

 

 

Abstract

Currently, during the period of globalization, the problem of learning to translate is of wide interest. Translation and interpreting are various activities involving different translation mechanisms. For a long time, the focus of attention of many researchers was on translation, while a small number of researchers were interested in interpreting and teaching it. Interpreting differs from translation primarily by the rather extreme conditions in which it is carried out, which refers to simultaneous interpreting. Learning types of translation are different, because translating means not just replacing one word with another, but transferring information with means of another language.

Fluency in native and foreign languages, the ability to withstand psychological stress and have broad knowledge in various fields of human activity are the inherent features of a professional interpreter. Students first receive general language training, and then proceed to the translation of special texts. Teaching oral consecutive interpreting, sometimes with elements of simultaneous interpreting, requires special skills. It is necessary to be able to distinguish basic information, memorize key vocabulary, identify grammatical difficulties encountered during interpreting, implement intralingual and interlingual transformations involving the choice of synonyms, descriptive turns, etc. Therefore, listening plays a leading role in teaching interpreting. Consecutive interpreting also implies speaking and translation skills. It is important to teach micro-referencing, that is, the ability to isolate basic information from an oral text and briefly transmit it in both native and foreign languages.

Possessing cultural competence, as well as gaining experience in special texts’ interpreting is important in preparing an interpreter. To study the special vocabulary in the classroom, a discussion of the thematic glossary is held, the students receive additional background knowledge on the subject under study.

Using the activity based approach in teaching interpreting the authors propose a system of exercises aimed at creating a set of translation skills and abilities. The system of exercises provides a multi-level approach, taking into account the degree of language training of students and their individual characteristics. The conducted experimental training showed a rather high efficiency of the authors’ exercise system.

Keywords: consecutive interpreting, foreign languages, teaching interpreting, linguistic transformations, cultural competence.