Сучасний стан практики професійної підготовки майбутніх перекладачів у ЗВО
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Дата
2021
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Анотація
У статті висвітлюється й узагальнюється стан підготовки майбутніх перекладачів у ЗВО на засадах інтегративного підходу. У дослідженні використано такі методи: аналіз сутності професійної підготовки та інтегративного підходу у професійній підготовці фахівців, класифікація принципів навчання, порівняння та асиміляція різних підходів до професійної підготовки, виділення причин низького рівня професійної підготовки, узагальнення результатів дослідження. Обумовлено, що реалізація професійної підготовки майбутніх перекладачів у контексті інтегративного підходу забезпечує збереження логічної та змістовної цілісності і єдності різноциклових дисциплін. Обґрунтовано, що для реалізації професійної підготовки та готовності до професійної діяльності майбутніх перекладачів у ЗВО наявні навчальні програми і плани потребують удосконалення та доопрацювання.
The article highlights and summarizes the state of training of future translators in higher schools on the basis of an integrative approach. The study uses the following methods: analysis of the essence of training and integrative approach in training, classification of teaching principles, comparison and assimilation of different approaches to training, highlighting the causes of low levels of training, generalization of research results. It is concluded that to ensure readiness for professional translation activities means to create conditions for learning, development and self-realization in the educational process. It is specified that language specialists’ training has a professionally-oriented application based on professional-role behavior of a specialist in different situations of personal-business interaction with the use of the latest interactive technologies, which ensures the effectiveness of professional communicative competence. Implementation of professional training of future translators in the context of an integrative approach ensures preservation of logical and meaningful integrity and unity of multicultural disciplines. Ensuring professional orientation is integrative and gives positive results. It is stipulated that implementation of professional training of future translators in the context of an integrative approach ensures preservation of logical and meaningful integrity and unity of multidisciplinary disciplines. It is substantiated that in order to implement professional training and readiness for professional activity of future translators in higher schools, the existing curricula and plans need to be improved and refined. It is shown that readiness of future translators for professional activity comprises interaction of motivational-orientational, cognitive-integrative, professional-communicative components. Three approaches to future translators training are proposed: traditional; existing partial integration; integrative, which was applied to foreign language teaching and special disciplines. The following indicators of criteria of formation of components of readiness of future translators for professional activity are defined: the attitude of future translators to professional activity; interests; motives; level of awareness of professional choice; desire to improve their knowledge and skills; striving for self-realization and self-improvement; orientation in the field of interstate and transnational cooperation; awareness of social relations; interaction with representatives of other cultures; international communication; competence; integration of knowledge; formation of professional ideas; development of professional qualities; ability to operate effectively in an international environment; mastery of methods and techniques of professional activity; ability to assess and resolve professional situations; professional behavior.
The article highlights and summarizes the state of training of future translators in higher schools on the basis of an integrative approach. The study uses the following methods: analysis of the essence of training and integrative approach in training, classification of teaching principles, comparison and assimilation of different approaches to training, highlighting the causes of low levels of training, generalization of research results. It is concluded that to ensure readiness for professional translation activities means to create conditions for learning, development and self-realization in the educational process. It is specified that language specialists’ training has a professionally-oriented application based on professional-role behavior of a specialist in different situations of personal-business interaction with the use of the latest interactive technologies, which ensures the effectiveness of professional communicative competence. Implementation of professional training of future translators in the context of an integrative approach ensures preservation of logical and meaningful integrity and unity of multicultural disciplines. Ensuring professional orientation is integrative and gives positive results. It is stipulated that implementation of professional training of future translators in the context of an integrative approach ensures preservation of logical and meaningful integrity and unity of multidisciplinary disciplines. It is substantiated that in order to implement professional training and readiness for professional activity of future translators in higher schools, the existing curricula and plans need to be improved and refined. It is shown that readiness of future translators for professional activity comprises interaction of motivational-orientational, cognitive-integrative, professional-communicative components. Three approaches to future translators training are proposed: traditional; existing partial integration; integrative, which was applied to foreign language teaching and special disciplines. The following indicators of criteria of formation of components of readiness of future translators for professional activity are defined: the attitude of future translators to professional activity; interests; motives; level of awareness of professional choice; desire to improve their knowledge and skills; striving for self-realization and self-improvement; orientation in the field of interstate and transnational cooperation; awareness of social relations; interaction with representatives of other cultures; international communication; competence; integration of knowledge; formation of professional ideas; development of professional qualities; ability to operate effectively in an international environment; mastery of methods and techniques of professional activity; ability to assess and resolve professional situations; professional behavior.
Опис
Ключові слова
професійна підготовка, майбутні перекладачі, готовність до професійної діяльності, інтегративний підхід, мовна підготовка, реалізація професійної підготовки, професійні компетентності, компоненти готовності, критерії, professional training, future translators, readiness for professional activity, integrative approach, language specialist training, realization of professional training, professional competences, components of readiness, criteria
Бібліографічний опис
Савка, І. Сучасний стан практики професійної підготовки майбутніх перекладачів у ЗВО [Текст] / І. Савка // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2021. – № 3 (107). – С. 235–245. – DOI: 10.24139/2312-5993/2021.03/235-245.