<> "The repository administrator has not yet configured an RDF license."^^ . <> . . . "Interactive technologies in training interpreters"^^ . "The article deals with the issue of using interactive technologies in the process of training interpreters.\r\nNowadays with the integration of Ukraine into the European space interpreter training faces new challenges as\r\nit is to provide society with highly qualified specialists who are able not only to render information from one\r\nlanguage into another, but to conduct professionally cross-cultural communication. To perform their functions\r\nproperly interpreters have to master various language skills and gain professional competences and\r\ncommunicative competence is one of the most important. It is understood as mastering of ethno-social and\r\npsychological models and patterns, standards of verbal behaviour and their appliance. The structure of\r\nprofessional communicative competence of an interpreter includes the following five components: linguistic\r\n(language) competence; thematic competence, providing extra linguistic information; socio-cultural\r\ncompetence; compensatory competence and learning competence. All of these competences are realized in the\r\nprocess of professional communication that may be defined as the degree of perfection, which manifests itself in\r\nfollowing the science-developed recommendations for the effective organization and implementation of\r\ninteractive communication while solving professional tasks and problems. Interactive learning technologies can\r\npromote verbal communicative competence of the future interpreters as they provide active communication in\r\nthe educational process. They may be divided into interactive technologies of cooperative education; interactive\r\ntechnologies of group training; interactive technologies of situational modelling; technologies of working at\r\ncontroversial issues. Interactive technologies form skills and develop social values, create an atmosphere of\r\ncooperation and collaboration. These technologies, involve modelling situations, using role-playing, solving\r\njoint problems, sharing and discussing ideas. So during training interpreters learn to communicate with others,\r\nthink critically and creatively, make well-ground, sound decisions."^^ . "2016" . . "3 (85)" . . "Вид-во ЖДУ ім. І.Франка"^^ . . . "Вісник Житомирського державного університету імені Івана Франка"^^ . . . "20766173" . . . . . . . "H. V."^^ . "Chernii"^^ . "H. V. Chernii"^^ . . . . . . "Interactive technologies in training interpreters (Text)"^^ . . . "3.pdf"^^ . . . "Interactive technologies in training interpreters (Інший)"^^ . . . . . . "lightbox.jpg"^^ . . . "Interactive technologies in training interpreters (Інший)"^^ . . . . . . "preview.jpg"^^ . . . "Interactive technologies in training interpreters (Інший)"^^ . . . . . . "medium.jpg"^^ . . . "Interactive technologies in training interpreters (Інший)"^^ . . . . . . "small.jpg"^^ . . . "Interactive technologies in training interpreters (Інший)"^^ . . . . . . "indexcodes.txt"^^ . . "HTML Summary of #22216 \n\nInteractive technologies in training interpreters\n\n" . "text/html" . . . "LB Theory and practice of education"@en . "LB Теорія і практика освіти"@uk . .