48734 2227-8591 8 29 2019 1-124

EDI RUS 7-10 M-3408-2018 56245378400 0000-0002-9284-5734 Peter the Great St. Petersburg Polytechnic University; St. Petersburg, Russia Almazova Nadezhda Chief Editor’s Introduction Presentation to readers of a thematic issue of the journal, prepared with the assistance of the Association of Translation Teachers and the School of Translation Didactics. Chief Editor’s Introduction https://tmhe.spbstu.ru/article/2019.16.1/ 29-0_-Kolonka-glavnogo-redaktora.pdf

RAR RUS 12-23 0000-0003-4270-077X Peoples’ Friendship University of Russia – RUDN University; Moscow, Russia Gavrilenko Nataliya nngavrilenko@yandex.ru Interdisciplinary approach to teaching industry-specific translation Being an interdisciplinary field of knowledge, translation didactics, as well as translation theory, will be largely determined by research in the field of linguistics, cognitive and humanitarian sciences and, therefore, integrate various approaches at the level of goal-setting, content, principles and technology for developing a translation teaching model. The article presents an integrative translation teaching model of translation practice and discusses ways to build such a model through the example of industry-specific translation. The creation of the model was preceded by the «Foresight Session: Translator 2030», the development of a draft translates professional standard, an analysis of market and modern approaches to translator’s activity modelling and training of translators. The integrative approach to examining the translator’s profession makes it possible to define the developed model as information technologymediated interaction between teachers, translators and students, which contributes to the creation of a learning context and conditions for education and improvement in the industry-specific translation. This model provides for the translator’s competences – cross-cultural, special, social, personal and digital – in the process of consistently performing professional tasks facing a translator. The analysis of the components of translational competence made it possible to group them within the framework of key competences and use the modular training technology in this model. Each module includes one translation task, internal (competences) and external (digital technologies, dictionaries, etc.) required for its solution, resources of solving the set task, exercises to develop skills and test assignments for checking the formation of professional translator’s competence. 10.18720/HUM/ISSN 2227-8591.29.01 378.147:811 integrative teaching model integrative approach key translator’s competences translator and interpreter training professional standard https://tmhe.spbstu.ru/article/2019.16.2/ 29-1_-N_N_-Gavrilenko.pdf

RAR RUS 24-32 Perm National Research Polytechnic University Kushnina Liudmila V. lkushnina@yandex.ru Creating the Translator’s Linguistic Identity through Written Translation Training The hermeneutic framework of the paper draws upon the author’s translation space concept unraveling the essence of the synergetic translation model as a culture-oriented and cognitive one. The paper focuses on the linguodidactic interpretation of the model which does not merely represent some theoretical and abstract construct but delivers a relevant methodological framework for designing written translation training courses. The cognitive, methodological, and synergetic methods of linguistic nature are utilized in the paper. The research provides a stage-by-stage analysis of the translation space concept contributing to the formation of the translator’s professional vision of the world and harmonious translation-oriented thinking. The first stages involve putting under scrutiny the explicit text content while the latter ones imply the extraction of implicit meanings. Heterogeneous implications become synergetic at the final stage envisaging the emergence of new target culture-oriented meanings that create the harmony of the target text. Perceived as a step in enhancing the professional translator’s competence, each stage eventually contributes to the formation of the translator’s linguistic identify. 10.18720/HUM/ISSN 2227-8591.29.02 378.048.2+372.881.1 translation space synergetic translation model harmonious translation written translation training translator’s elite linguistic identity https://tmhe.spbstu.ru/article/2019.16.3/ 29-2_-L_V_-Kushnina.pdf

RAR RUS 33-46 57210913399 0000-0003-0444-8155 Moscow State Institute of International Relation (MGIMO) Stepanova Maria m.stepanova@odin.mgimo.ru

76, Vernadskogo, Moscow, 119454, Russia

Mastering audiovisual translation teaching techniques The study considers the teacher’s training for teaching audiovisual translation as one of the most common translation domains today. Audiovisual translation is a special translation activity that re-creates and localizes a wide range of audiovisual content for the specific target language audience. Nowadays, there are obstacles to efficient audiovisual translator training at universities. The biggest one is that the teachers are not ready to teach this kind of translation due to poor awareness of audiovisual translation features, emotional rejection of the fact that it is a separate kind of translation beyond the conventional categorization, lack of experience with audiovisual content translation, lack of audiovisual translation textbooks and tutorials in Russian. Some solutions are proposed. One of them is the teacher self-learning with the available content such as publications on various aspects of audiovisual translation, existing textbooks and tutorials, free online courses and webinars, etc., and a well-structured and diverse training supported by language service providers that provide audiovisual translation. Short-term audiovisual translation courses, further education programs for teachers, inclusion of audiovisual translation into the translation teacher basic and further training programs are proposed. 10.18720/HUM/ISSN 2227-8591.29.03 378.147 audiovisual translation audiovisual translation training translator trainer train the trainer https://tmhe.spbstu.ru/article/2019.16.4/ 29-3_-M_M_-Stepanova.pdf

RAR RUS 48-56 RuFilms School of Audiovisual Translation Kozulyaev Alexey avkozulyaev@rusubtitles.com Teaching audiovisual translation to digital natives at the time of the cognitive revolution The article is outlining new approaches to teaching audiovisual translation in higher education establishments in the era of the so-called cognitive revolution. It is highlighted that the advent of the new technological paradigm worldwide results in the need for a drastic review of teaching curricula and methods for translation as well as for most other university subjects. 8 key components of the cognitive revolution are considered in relation to the cognitive profiles of modern students that influence the transfer and adoption of new knowledge and skills. Those are: the switch from books as the main source of knowledge to audiovisual productions of various types; The active use of social networks and instant messengers as the main interpersonal communication channel; The changes in the motivational sphere under the influence of throughout gamification of everyday life; Instant access to any information upon request via search engines; Rapid decrease in the need to memorize anything in the process of studies as everything is available on Internet; The emergence of pervasive copy/paste culture of processing information without its analysis or evaluation depriving students of learning and problem solving motivation in the «old» sense of the word; Customized clasterization of students by their interests outside the classroom; Acceptability of «multiple realities»; Emergence of a universal emoji and meme language that goes across the borders as a new format of hieroglyphic communication incorporating complex static or dynamic mix of verbals and visuals. All abovementioned changes pose a lot of new tasks for teachers of translation and call for the search of innovative methods and approaches to teaching the students of the new generation who are digital natives. A conclusion is made that today any effective translation teaching process must take proper consideration of the following factors: Rapid growth in the amount of materials to be studies; Drastic change in the cognitive and learning behavior of students that renders ineffective many earlier teaching methods, models and exercises; Two way change in the duration of studies. On the one hand, the acceleration of technological development shortens the effective teaching period and on the other hand, more mechanisms of lifelong learning are needed to catch up. 10.18720/HUM/ISSN 2227-8591.29.04 378.147 audiovisual translation audiovisual translator training translator training cognitive revolution digital natives https://tmhe.spbstu.ru/article/2019.16.5/ 29-4_-A_V_-Kozulyaev.pdf

RAR RUS 57-67 TTS Translation Agency Troitsky Dmitry dmitry.troitsky@tt-sw.ru 57210913399 0000-0003-0444-8155 Moscow State Institute of International Relation (MGIMO) Stepanova Maria m.stepanova@odin.mgimo.ru

76, Vernadskogo, Moscow, 119454, Russia

Key Principles of Teaching Technical Translation to Linguistics Students The study considers teaching technical translation fundamentals to linguistics students. It is shown that technical translation skills are vital for a successful career management. Special features of technical texts and of a technical translator job are presented. It is emphasized that today a technical translator faces such issues as incorporating visual information (drawings, diagrams, photos) into the translation, factual and language errors in source texts, the translator duty to correct the source text errors, adherence to national and international standards, compliance with the stylistic guides for technical texts in the target language, familiarity with the cultural aspect of technical texts. To train linguistics students in technical translation it is proposed to apply an integrative approach resulting in an integrative translation competence combining skills and knowledge from engineering and linguistic domains. A number of learning strategies for mastering technical translation are proposed: принцип обучения a «simple-to-complex» approach; using real-life content; instruction by professional translators; mandatory use of САТ tools; принцип rejection of verbatim term memorizing. A structure of a technical translation course for linguists is presented. It is divided into three modules and 16 sections. The subject areas are just a baseline and can be expanded. the focus shall be on introducing the basic laws of nature to the students. The conclusion is that linguistics students should be systematically and regularly trained in technical translation through the partnership of universities and professional translators. 10.18720/HUM/ISSN 2227-8591.29.05 371.134 translation technical translation technical translation teaching translator training cat tools https://tmhe.spbstu.ru/article/2019.16.6/ 29-5_-D_I_-Troitskiy%2C-M_M_-Stepanova.pdf

RAR RUS 69-80 0000-0001-8731-9118 Herzen State Pedagogical University of Russia Nechaeva Natalia nechaeva.translator@gmail.com Northern (Arctic) Federal University Berendyaev M.V m.berendyaev@narfu.ru Northern (Arctic) Federal University Kulikov Nikolai n.kulikov@narfu.ru Work Placements for Translation Students as Seen by the Industry and Higher Education – Interaction Experience The essay focuses on the role of work placements in training for the translation industry professionals, analyzes the issues associated with how this phase of training is arranged at Russia’s higher education institutions. Based on findings from the surveys of stakeholders interested in this method of training for the translation industry professionals, it analyzes the expectations of translation companies, professors, and undergraduates. Placements in both academic and working environment are an important component of the training process. Placements are aimed at solidifying all theoretical knowledge and practical skills acquired by students while studying at higher education institutions. The essay focuses on a much talked about issue associated with how work placements are arranged ‒ placement efficiency improvement. In many cases, higher education institutions take a rather formalistic approach to organizing placements, thus leaving students having to search where to do placements either on their own or through their parents and acquaintances. The allocation of undergraduates across companies under agreement with universities is often based on the subjective attitudes of university placement mentors towards certain students. The analysis of surveys among the managers of translation companies shows that many of them have positive attitudes towards interactions with higher education institutions. Quite a lot of companies already have experience in recruiting undergraduates on work placement. Companies try to minimize their involvement in elaborating the necessary accompanying documentation on placements as it is important to a higher education institution only. The emphasis is put on purposeful aspects of placement, interaction with students. The essay also contains data from the survey of placement participants sharing their impressions of placements. In conclusion, the authors presented the list of recommendations based on their personal experience in arranging the placements of translation students both from the perspective of a university work placement mentor and from the perspective of a translation company. 10.18720/HUM/ISSN 2227-8591.29.06 378.4 translation teaching work placement internship educational practice practical training professional competence networking https://tmhe.spbstu.ru/article/2019.16.7/ 29-6_-N_V_-Nechaeva%2C-M_V_-Berendyaev%2C-N_Yu_-Kulikov.pdf

RAR RUS 81-92 0000-0002-0892-0608 PROtranslation Kairova Emma ekairova@protranslation.ru Promoting entrepreneurial mindset as a means of securing linguist's professional success: the PROtranslation project experience The article discusses mentors’ observations made while assisting students in growing their soft skills and fostering the way of thinking that in turn help them develop the competencies young professionals need in the language services market. Under modern market conditions, a linguist's competitive edge and career perspectives depend not so much on their translation or interpreting skills as on the ability to sell these skills and to become an efficient and problem-free component of the employer’s or client’s business process system. The ability to provide adequate language services and interact with potential and actual clients or employers as well as with coworkers in a team project is based on the competencies that can be developed only together with the so-called entrepreneurial mindset, which implies the ability to analyze the status quo, make decisions based on the analysis, assume the responsibility for the decisions, take risks, be flexible, quickly adapt to the market changes, etc. Undoubtedly, promoting the development of these qualities should become one of the tasks of the higher education institutions and career enhancement centers involved in the education and training of language professionals. The article examines individual components of the competencies essential for a modern linguist’s successful career growth, as well as their relationship to the way of thinking mentioned earlier. The article also presents the experience of assisting students in developing this way of thinking as part of the training programs provided by the PROtranslation mentoring project for linguists. 10.18720/HUM/ISSN 2227-8591.29.07 37.032.5 translator translator’s training entrepreneurial mindset mentorship teaching translation https://tmhe.spbstu.ru/article/2019.16.8/ 29-7_-E_M_-Kairova.pdf

RAR RUS 94-101 AAG-7069-2019 57210914365 https://orcid.org/0000-0002-5016-1537 Peter the Great St. Petersburg Polytechnic University Anosova Natalia E. natalia-ed@mail.ru Modern Trends in Translation Discourse The paper discusses the development trends of the theory, practice and didactics of translation based on the materials of the third international conference «Translation Discourse: an Interdisciplinary Approach» organized by the V.I. Vernadsky Crimean Federal University in 2019. The author highlights the following trends: translation training in terms of the competency-based approach, various ways of achieving equivalence while translating materials of different discourse types, an interdisciplinary approach to the study of translation discourse, using the potential of online resources in translation training, problems of translating culture specific vocabulary and historical toponyms. 10.18720/HUM/ISSN 2227-8591.29.08 81'25 international conference translation discourse interdisciplinary approach translation didactics https://tmhe.spbstu.ru/article/2019.16.9/ 29-8_-N_E_-Anosova.pdf

CHR RUS 103-106 0000-0001-8731-9118 Herzen State Pedagogical University of Russia Nechaeva Natalia nechaeva.translator@gmail.com Association of Translation Teachers News The article describes the news of the Translation Teachers Association. 10.18720/HUM/ISSN 2227-8591.29.09 Association of Translation Teachers News https://tmhe.spbstu.ru/article/2019.16.10/ 29-9_-N_V_-Nechaeva.pdf

CHR RUS 107-109 0000-0003-0547-6115 Tareva Educational digital platform «Translation Teaching School» The article reveals the features of the educational digital platform "School of Translation Didactics". 10.18720/HUM/ISSN 2227-8591.29.10 Educational digital platform «Translation Teaching School» https://tmhe.spbstu.ru/article/2019.16.11/ 29-10_-E_G_-Tareva.pdf

CHR RUS 110-117 2377-2018 56542653500 0000-0003-3058-7386 Peter the Great St. Petersburg Polytechnic University; St. Petersburg, Russia Popova Nina Professor N.V. Bagramova: anniversary portrait The article is dedicated to the anniversary of the honored worker of the higher school of the Russian Federation, doctor of pedagogical sciences, professor of the Herzen State Pedagogical University of Russia. – Nina Vitalievna Bagramova. The article contains a brief overview of the scientific and pedagogical biography of the hero of the day, the memories of her students. 10.18720/HUM/ISSN 2227-8591.29.11 378.113 Bagramova Nina Vitalievna teaching a second foreign language formation of a polylingual personality scientific supervisor anniversary https://tmhe.spbstu.ru/article/2019.16.12/ 29-11_-N_V_-Popova.pdf

MIS RUS 118-118 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/2019.16.13/ 29-12_-V-sleduyushchem-vipuske.pdf