Роль автентичних навчально-інформаційних ресурсів у процесі професійної підготовки перекладачів

Abstract

У статті розглянуто вплив автентичних навчально-інформаційних ресурсів на процес формування професійної компетентності майбутніх перекладачів. Наведено види та визначення навчально-інформаційних ресурсів (інформаційно-освітні ресурси, інформаційно-методичні ресурси та навчально-дослідні ресурси). Розглянуто змістові аспекти автентичності. Охарактеризовано особливості автентичних матеріалів і вимоги до матеріалів, що використовуються для професійної підготовки до здійснення перекладу на старшому етапі навчання. Проаналізовано труднощі, з якими стикаються майбутні перекладачі під час здійснення різних видів перекладу. Подано переваги використання автентичних навчально-інформаційних ресурсів.

The paper deals with the influence of authentic educational and informational resources on the process of future translators/interpreters' professional competence development. The types and definitions of educational and informational resources (informational and educational resources, informational and methodological resources and learning resources) are presented. The informational and educational resources include electronic textbooks, computer texts and notes of lectures/seminars, databases and knowledge bases connected with subject fields, external information resources (about translation tools such as Trados, CAT, etc.), Internet resources and electronic libraries organized in the form of hyperlinks. Informational and methodological resources involve materials for different disciplines (curriculums, syllabus, translation/interpreting standards) necessary for organization of the process of future translators/interpreters' training, knowledge assessment, diploma design etc. Learning resources consist of automated computer modeling systems, application software packages, research and development automated systems of scientific research and design, tools designed for assistance in various types of translation, projects and research works within the framework of the course etc. New trends in professional education state additional requirements for future translators/interpreters training, where one of the main is the ability to work with information. Today professional training of future translators/interpreters' should include a series of tasks aimed at developing skills and abilities that are necessary for information society. The changes mentioned above are possible due to the fact that one of the leading roles in the professional activities of future translators/interpreters is connected with informational activities (collecting, gathering, processing and using of information). During performing professional operations future translators/interpreters should be able to find necessary information in various sources and should be able to process the received information promptly. Content aspects of authenticity are considered. The features of authentic materials and requirements for materials used for professional training of translators/interpreters are characterized. The difficulties faced by future translators/interpreters' during the implementation of various types of translation/interpreting are analyzed. The advantages of using authentic educational and informational resources are presented.