Interactive technologies in training interpreters

Chernii, H. V. (2016) Interactive technologies in training interpreters. Вісник Житомирського державного університету імені Івана Франка (3 (85)). pp. 3-7. ISSN 2076-6173

Download (998kB) | Preview


The article deals with the issue of using interactive technologies in the process of training interpreters. Nowadays with the integration of Ukraine into the European space interpreter training faces new challenges as it is to provide society with highly qualified specialists who are able not only to render information from one language into another, but to conduct professionally cross-cultural communication. To perform their functions properly interpreters have to master various language skills and gain professional competences and communicative competence is one of the most important. It is understood as mastering of ethno-social and psychological models and patterns, standards of verbal behaviour and their appliance. The structure of professional communicative competence of an interpreter includes the following five components: linguistic (language) competence; thematic competence, providing extra linguistic information; socio-cultural competence; compensatory competence and learning competence. All of these competences are realized in the process of professional communication that may be defined as the degree of perfection, which manifests itself in following the science-developed recommendations for the effective organization and implementation of interactive communication while solving professional tasks and problems. Interactive learning technologies can promote verbal communicative competence of the future interpreters as they provide active communication in the educational process. They may be divided into interactive technologies of cooperative education; interactive technologies of group training; interactive technologies of situational modelling; technologies of working at controversial issues. Interactive technologies form skills and develop social values, create an atmosphere of cooperation and collaboration. These technologies, involve modelling situations, using role-playing, solving joint problems, sharing and discussing ideas. So during training interpreters learn to communicate with others, think critically and creatively, make well-ground, sound decisions.

Item Type: Article
Uncontrolled Keywords: interpreter competence, communicative competence, communication, role-playing, foreign language, skills and abilities.
Subjects: L Education > LB Theory and practice of education
Depositing User: Руслана Іщук
Date Deposited: 20 Oct 2016 17:40
Last Modified: 20 Oct 2016 17:44

Actions (login required)

View Item View Item