48734 2227-8591 7 25 2018 1-108

EDI RUS 7-12 M-3408-2018 56245378400 0000-0002-9284-5734 Peter the Great St. Petersburg Polytechnic University; St. Petersburg, Russia Almazova Nadezhda Chief Editor’s Introduction An overview of special issue of Teaching Methodology in Higher Education Journal, which is devoted to the partnership between New Bulgarian University (NBU) and the Institute of Humanities, Peter the Great Saint-Petersburg Polytechnic University (SPbPU) in the area of translator and interpreter training. Chief Editor Introduction overview special issue https://tmhe.spbstu.ru/article/2018.12.1/ VPM25-7-12.pdf

UNK RUS 14-23 P-7598-2015 0000-0002-9264-2961 New Bulgarian University Naimushin Boris A. bnaimushin@nbu.bg 57210913399 0000-0003-0444-8155 Moscow State Institute of International Relation (MGIMO) Stepanova Maria m.stepanova@odin.mgimo.ru

76, Vernadskogo, Moscow, 119454, Russia

A year in a day: student interpreting competitions as a tool to train and educate professional interpreters The article discusses the role of interpreting competitions in interpreter training programmes at a university level. Based on their experience of organizing student interpreting competitions at Peter the Great Polytechnic University of Saint Petersburg in 2017 and 2018, the authors analyze the results of the survey with the participants and judges (translator and interpreter trainers from various universities and representatives of translation companies) of the Second International Student Consecutive Interpreting Competition Tri-D-Int held on 22-23 March 2018. The survey was intended to solicit opinions of the participants on the competition in general and its preliminary and final stages, on the composition and objectivity of the jury. Specifically, they were asked to evaluate the usefulness of the special training course designed and piloted by the authors prior to the competition. All participants underline the importance and value of the feedback session with the panel of judges. The judges were asked to describe reasons for participation in student interpreting competitions, evaluate the overall organization of the competition and give recommendations for improvement. The results of the survey support the assumption that student interpreting competitions are an efficient tool in developing consecutive interpreting skills and provide valuable information for further improvement of the competition format and procedures. 10.18720/HUM/ISSN 2227-8591.25.1 378.147 interpreter training consecutive interpreting interpreting competition interpreting quality assessment survey https://tmhe.spbstu.ru/article/2018.12.2/ VPM25-14-23.pdf

RAR RUS 24-31 57188669931 0000-0002-0908-1818 Perm National Research Polytechnic University; Perm, Russia Alikina Elena The system of translator’s career guidance The article deals with the problem of translator’s professional identity under the conditions of a post-industrial society and presents the system of career guidance in the field of translation training. It describes the experience of career guidance work through the example of the Department of Foreign Languages, Linguistics and Translation at the Federal State Budgetary Educational Institution of Higher Education «Perm National Research Polytechnic University». The author lays emphasis on the need for the continuous career guidance that should not only involve school students, but also university students, alumni of translation faculties and departments, as well as teachers of translation and representatives of translation companies. The research illustrates specific features of the career guidance activities organized at the Department of Foreign Languages at the three levels of translation education: 1) pre-university level, as part of the project for assistance, consultancy and academic integration of high school students and teachers of foreign languages; 2) university level, as the integrative component of the «Translation and Translation Studies» academic profile syllabus; 3) postgraduate level, as a strategy for a successful personal and professional growth for teachers and students. The paper presents sample tasks and their fulfillment patterns, included in the training process and extracurricular activities. In conclusion the author highlights the importance of developing the career-guidance systems that provide lifelong professional involvement based on the development of the universal vocational competency. 10.18720/HUM/ISSN 2227-8591.25.02 37.048.45 career guidance translation activity translator’s professional identity translation training lifelong education https://tmhe.spbstu.ru/article/2018.12.3/ VPM25-24-31.pdf

RAR RUS 32-38 «NeoTran» Language Services Malenkikh Natalia A. dir@neotran.ru Comprehensive approach to translators training The article considers theoretical foundation of translation process and legal grounds that define requirements to translators training. Reforms in higher education system and rapidly changing economic and foreign-policy conditions have affected the training process in translation field to a great extent. As a result, employers point out decreasing quality of university graduates competences. International norms and standards provide for translation to mother tongue only, but the market requirements make specialists translate to foreign languages as well. It imposes additional requirements to the level of translators training given that science, medicine, law, and technologies are highly sensitive to translation mistakes. Translators should be aware about negative aspects of their professional activities that may result in linguistic and cultural mistranslation in order to avoid grave mistakes, improve their feeling for language, and acquire necessary background and specialized knowledge and skills. Translators’ success is determined by their reading comprehension ability, knowledge of the subject, sensitivity to language, and competence to express themselves in the target language clearly. Necessary linguistic and extra-linguistic competences are considered separately, and it is pointed out that mastering a foreign language or languages at a high level is not sufficient for performing translation professionally. Taking into account specific requirements to translators training, a new model that implies a comprehensive approach to translators training and a multistage process covering all stages from vocational guidance to mentorship was presented. 10.18720/HUM/ISSN 2227-8591.25.03 372.881.1 translator teaching translation vocational guidance practical training tutoring https://tmhe.spbstu.ru/article/2018.12.4/ VPM25-32-38.pdf

RAR RUS 39-46 Novosibirsk State Technical University Kondrashova Elena evk21274@yandex.ru Reshetnev Siberian State University Drygina Inna V. innadrygina@mail.ru Using Project-Based Learning in Teaching Translation The general concept of Project-Based Learning and its practical application in the teaching process are described in the article. The foreign and Russian experience of using this method is analyzed, the advantages and limitations in the Project-Based Learning in the university are discussed. Further the authors introduce the concept of translation project, and the features of using the project methodology in teaching translation for students of the Linguistics department. The authors assess the possibility of applying the project methodology within the framework of separate disciplines (The Course of Translation and Interpretation). Special attention is paid to the implementation of CAT-tools in the process of training and simulation of real situations of translation activity on the example of the educational process at the Reshetnev Siberian State University. A translation project is viewed as a multi-level system that differs from the usual understanding of the Project-Based Learning in the teaching process. The key components of this system and its stages are described, the results of using the Project-Based Learning in the training of future translators are described. The role of students’ self-work in the preparation of translation projects and the influence of Project-Based Learning on the development of professionally significant qualities of future translators is shown. Positive results of the Project-Based Learning in teaching translation for students and teachers are presented. 10.18720/HUM/ISSN 2227-8591.25.04 81-139 project-based learning translation cat-tools translation training students’ self-work https://tmhe.spbstu.ru/article/2018.12.5/ VPM25-39-46.pdf

RAR RUS 47-55 Perm National Research Polytechnic University Falko Kirill I. falkokirill@gmail.com Integrative translation competencies formation in the multidisciplinary university Modern higher education is still in the process of transition to the new educational paradigm, which is aimed at the development of a contemporary and highly qualified professional. Nowadays it becomes possible to receive higher education in non-related areas, with one of the main requirements for future translators being not only having the impeccable knowledge of linguistics and a high language proficiency, but rather possessing certain professional knowledge and skills allowing to work both in the general and specialized fields. The article considers the model of integrative translation competencies formation for the students of a multidisciplinary university through the example of engineering and linguistic profiles. The author of the article analyzes the integrative translation competencies nomenclature and defines the term ‘integrative translation competency’ as one of the basic concepts revealing the dualism of modern higher education. The paper also substantiates the patterns of integrative translation competencies formation for the future translators studying at a multidisciplinary university. The research presents the model for integrative translation competencies formation, based on the integration of the competencies of parallel educational programs. The model represents the unity of conceptual and objective, comprehensive, technological and resulting components. Modeling the process of integrative translation competencies formation, the author makes a conclusion on the prospects of integrative model implementation in the educational process of a multidisciplinary university, which requires further experimental verification. The research may be beneficial for modeling the educational programs in Linguistics, as well as for developing university syllabus for the courses of written speech, applied translation and training courses for the teachers of translation and foreign languages in multidisciplinary universities. 10.18720/HUM/ISSN 2227-8591.25.05 371.134 integrative translation competency multidisciplinary university competence-based approach competency’s makeup integrative model https://tmhe.spbstu.ru/article/2018.12.6/ VPM25-47-55.pdf

RAR RUS 56-63 57210913399 0000-0003-0444-8155 Moscow State Institute of International Relation (MGIMO) Stepanova Maria m.stepanova@odin.mgimo.ru

76, Vernadskogo, Moscow, 119454, Russia

Peter the Great St. Petersburg Polytechnic University Efremova Maria A. maryefremova88@gmail.com Designing an introductory course in english vocabulary for football The article describes the experience of designing an introductory course in English vocabulary for football accompanied by an English-Russian glossary of football terms. Described are the course objectives, stages of course design, selection principles, course structure and the results of its pilot testing. Although originally designed as an online fast track preparation course for student consecutive interpreting competitions on football related topics, it can also be taught as an ESL course or as part of translator and interpreter training programmes. Plans are to offer it on an open educational resources platform. The course includes 235 terms divided into 11 topics such as players and other people who are included in football sphere, football organizations, football pitch, positions of the goal, match stages and results, football equipment, training process, activities with a ball, gameplay, fouls, different types of football competitions, the stadium and its main zones. Each unit offers texts followed by football terminology activities and translation assignments as well as multimedia applications. The effectiveness of this course has been demonstrated by its pilot testing with a group of students preparing for a consecutive interpreting competition. Introductory terminology courses on topics of student interpreting competitions may become an important element of syllabus preparing budding interpreters for real-life situations and participation in competitions. 10.18720/HUM/ISSN 2227-8591.25.06 378.147:811 English language specialized vocabulary football terminology terminology course teaching vocabulary interpreter training interpretation competition https://tmhe.spbstu.ru/article/2018.12.7/ VPM25-56-63.pdf

RAR RUS 64-72 0000-0001-8731-9118 Herzen State Pedagogical University of Russia Nechaeva Natalia nechaeva.translator@gmail.com «T-Service» Svetova Svetlana Y. svetlana.svetova@tra-service.ru Post-Editing Machine Translation as a New Activity for Teaching Translation at Universities The article addresses the issues of employing machine translation in the professional process combined with subsequent post-editing (often referred to in English as PEMT, postedited machine translation or MTPE, machine translation post-editing), as it is used in today’s translation and localisation industry. Whereas machine translation has already firmly established itself in the sphere of professional translation, in the recent years post-editing has not only become a popular service with customers who have adopted machine translation, but also a new line of activity for translators requiring certain knowledge and skillset, very different from traditional ones. It is for this reason that translators, ready to perform post-editing, began to be called post-editors. The article analyses the main requirements for both the post-editing process and the post-editor position. Based on the analysis of various materials (both Russian and foreign), as well as conducted surveys, conclusions have been drawn on the development of post-editing and its prospects. There is already quite a large number of language service providers that either openly acknowledge the use of machine translation and the provision of post-editing services, or plan to start doing it in the very near future. Freelance translators are also gradually involved in the process, although they do not recognise it so openly.All this gives the authors an opportunity to call urgent the need to familiarise future translators with the peculiarities of this process, and expand their prospects by acquiring new knowledge and skills that are quite in demand at present, that is, to recommend including the study of the machine translation postediting process in the university curricula. 10.18720/HUM/ISSN 2227-8591.25.07 378.4 machine translation postediting machine translation educational process https://tmhe.spbstu.ru/article/2018.12.8/ VPM25-64-72.pdf

RAR RUS 74-80 New Bulgarian University Fed Tatiana N. tnfed@abv.bg Joint Master of Arts Programs between the New Bulgarian University and Russian Universities The article describes the structure of the first non-governmental Bulgarian university, opened in 1991 by the decision of the Bulgarian Parliament. The structure of the New Bulgarian University (NBU) is significantly different from the structure of the other Bulgarian universities. The faculties were created on the principles of the educational stages and are responsible for the educational process: Faculty of general studies – for Bachelor’s programs of the 1-st stage (first and second years of study). Bachelor’s faculty – for Bachelor’s programs of the second stage (third and fourth years of study); Master of Arts faculty – for Master and Undergraduate programs. Faculty of distant, online and postgraduate teaching is responsible for the distant learning programs, but is also a methodical stuff for distant learning in all NBU programs. The faculties are ruled by the faculty council, a dean and a director. There is a faculty administration, which serves student and professors and takes care for the development and financial equipment of the learning process. Departments in NBU develop the scientific-researching activity. The distant learning is one of the main competitive advantages of the New Bulgarian University, it gives students an opportunity by Moodle platform and other programs to study virtually being in every place of the world. The innovative opportunities of NBU has drawn attention of the authorities of the Russian universities. There were created joint master of arts programs in modern directions with Bashkirian State Pedagogical University in the name of M. Akmulla /Business communications/ and Moscow State Linguistic University in the name of Mauris Torez /Tourizm/. By that way the students receive two diplomas: from NBU with the European attachment and the Russian one. 10.18720/HUM/ISSN 2227-8591.25.08 378.1+339.944 New Bulgarian University joint master of arts programs distant learning European attachment BSPU in the name of M. Akmulla Moscow State Linguistic University in the name of Moris Torez https://tmhe.spbstu.ru/article/2018.12.9/ VPM25-74-80.pdf

RAR RUS 81-89 P-7598-2015 0000-0002-9264-2961 New Bulgarian University Naimushin Boris A. bnaimushin@nbu.bg New Bulgarian University Varbanova Kalina О. kalina_o_varbanova@abv.bg New Bulgarian University Pavlova Elena I. ele_mail@dir.bg Student Interpretation Competitions – A Student's View The article discusses the necessity to collect, analyze and use student feedback on their participation in student competitions as exemplified by the Second International Student Consecutive Interpreting Competition Tri-D-Int held on 22-23 March 2018 at Peter the Great St. Petersburg Polytechnic University. The authors have tested the usability and efficiency of a phased data collection component of the feedback system. It consists of three separate elements spread over time: (1) a feedback session with the panel of judges after the award giving ceremony or on the following day; (2) a standard internet survey sent out 3-5 days after the competition; и (3) an essay which the students are asked to write several weeks after the competition. During the feedback session the contestants ask questions about their performance and the marks given by the jury members, and also specific questions about consecutive interpreting techniques and skills. The internet survey conducted with Google Forms is intended to solicit participant opinions on the competition in general, its preliminary and final stages, on the composition and objectivity of the jury, and make recommendations for improvement. Although the respondents have the option to maintain their anonymity, the majority of them reveal their identities. The essay, which some students are reluctant to write due to time constraints, aims to help contestants reflect on their experience and on the feedback from the judges. The article analyzes the essays of two competition participants from New Bulgarian University. 10.18720/HUM/ISSN 2227-8591.25.09 372.881.1+378.147 interpreter training interpretation interpretation competition performance anxiety survey student opinion https://tmhe.spbstu.ru/article/2018.12.10/ VPM25-81-89.pdf

UNK RUS 91-101 57210913399 0000-0003-0444-8155 Moscow State Institute of International Relation (MGIMO) Stepanova Maria m.stepanova@odin.mgimo.ru

76, Vernadskogo, Moscow, 119454, Russia

Association of Translator and Interpreter Trainers (АТТ) news The article describes the news of the Association of Translator and Interpreter Trainers (АТТ). news Association of Translator and Interpreter Trainers (АТТ) https://tmhe.spbstu.ru/article/2018.12.11/ VPM25-91-101.pdf

MIS RUS 102-102 Editorial staff of the "Teaching Methodology in Higher Education" scientific journal voprosy_metodiki@spbstu.ru In the next Issue Announcement of articles planned for publication in the next issue. announcement https://tmhe.spbstu.ru/article/2018.12.12/ VPM25-102.pdf