48734 2227-8591 9 33 2020 1-132

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 A brief overview of the current year's issues of the journal. announcement https://tmhe.spbstu.ru/article/2020.20.1/ 33-0_---7-10---Kolonka-Glavnogo-redaktora.pdf

RAR RUS 12-26 0000-0001-8351-1700 Herzen State Pedagogical University of Russia Alexeeva Irina i.s.alexeeva@gmail.com Scenario approach in training future interpreters: mock-conferences The article explains the choice of the scenario approach as one of the most effective tools for training future interpreters. According to it, the possible professional scenarios are placed at the heart of training, and the interpretation class emulates the real working environment. The macro-scenario includes a variety of micro-scenarios of real-life working situations, and each of them must be mastered during the training period. The article also analyzes the generic features of the training mock-conference and looks into ten types of mock-conferences: «Kids’ Forum», thematic conferences with consecutive interpretation (a conference with 'C' language, a conference with ‘B’ language, a conference with one ‘B’ and one or two ‘C’ languages, etc.), mock-conferences with simultaneous interpretation, institutional UN mockconferences, video conferences with European Commission, UN, Russian MFA, partner universities, and finally discussions before conferences. Viewed as a training method a mock-conference includes a preparation stage, an actual conference and a feedback stage. The interactive character of the model is realized through the joined effort of all parties to achieve a good result in the training. The combination of mock-conferences of different organizational structures brings forth the principle of methodological pluralism, which we consider beneficial for future interpreter training. The success of mock-conferences is ensured by the parameters of the given role-play. Thus, depending on the topic of the conference, the participants, functioning as a chair, or speakers, or the audience, are free to call themselves famous politicians, scientists, journalists, public personae, or just passers-by. Having once chosen the role, the participants are obliged to thoroughly familiarize themselves with this persona and act in their name in the discussions, expressing substantiated opinions consistent with the chosen persona’s views. In St. Petersburg School of Conference Interpreting and Translation we distinguish mock-conferences by the language (bi-lingual and multilingual), type of interpretation (consecutive or simultaneous, or mixed), materials used (improvised or recorded speeches, with or without visuals, etc.). The use of basic micro-scenarios in interpreter training enhances the quality and facilitates the graduates’ transition from novice to professional. The detailed analysis of mock-conferences proves that this kind of training can be realized only by practicing professionals. The model was tested in St. Petersburg School of Conference Interpreting and Translation, and over the decade has become part and parcel of the successful training of language professionals. 10.18720/HUM/ISSN 2227-8591.33.01 378.147: 81.25 scenario approach interactive didactic model mock-conferences macro- and micro-scenariosof interpreter’s work interpretation roleplay https://tmhe.spbstu.ru/article/2020.20.2/ 1_---12-26---I_S_-Alekseeva.pdf

RAR RUS 27-36 Togliatti State University Malyavina Anna maljawina@yandex.ru Unsolved challenges to the general theory of translation The article is dedicated to pressing matters of translation studies as well as new challenges for methodology of translation teaching. It states a number of issues that the general theory of translation has so far failed to resolve due to the young age of the discipline, its commitment to humanities, and the differences between translation concepts in Russian and foreign translation studies. One of the current problems of translation theory, identified in the article, is the classical approach to teaching methodology, based on outdated psychological and pedagogical requirements for higher education teachers and students, the poor performing deductive method used to present the learning materials, and postulates of translation theory with no regard to the latest developments and concepts. Special emphasis is also put on inflexibility of education system in whole and certain dogmatism of translation didactics in particular, as they sometimes fail to respond promptly to the current issues, such as demands of the profession, requirements for graduates regarding their competence in using computer programs and services, digital resources, and neural networks, and the progress that encourages human civilization to transform at a growing rate. As a means of addressing the problem of teaching translation to linguistic students it is suggested to apply professionally- and practically-oriented teaching approaches thus forming a specialist demanded by the market. The hallmark of the practically-oriented approach is that it develops the competences necessary for future specialists and is implemented throughout the whole learning period involving every training event. It is not confined neither to translation training practice nor to prediploma practice as is usually the case. The article also presents possible ways to merge the methodology of translation teaching with the translation practical activity. Some methods of organizing distance working in the current conditions of self-isolation are also described. 10.18720/HUM/ISSN 2227-8591.33.02 378.147 : 81.25 translation studies teaching methodology change university translation industry quality of education https://tmhe.spbstu.ru/article/2020.20.3/ 2_---27-36---A_N_-Malyavina.pdf

RAR RUS 38-45 Novosibirsk State Technical University Dorozhkina Vlada hasanova_galieva@mail.ru Novosibirsk State Technical University Ivleva Marina marivleva@mail.ru Post-editing of machine translation in teaching students majoring in linguistics The development of technologies and improvement of machine translation quality has led to the emergence of post-editing. This process involves editing a machine translation to achieve quality close to the professional translation. The problem is that the skills of machine translation post-editing are not taught in Russian universities at the moment, despite their demand and relevance on the translation market. The article considers the need of machine translation post-editing to be involved in the educational program of linguistic universities, including those not majoring in translation. At theoretical level, this article describes the difference between post-editing, editing and translation. The article provides comparative analysis of machine translation post-editing programs in foreign universities. The aim is to identify aspects that will serve as reference points for the Russian post-editing training program. At practical level, the effectiveness of post-editing was evaluated in comparison with translation. The post-editing strategies developed earlier by the authors were analyzed for their effectiveness. The study was conducted on the basis of the pedagogical experiment, whose participants were second-year students majoring in Philology. and included quantitative and qualitative analysis of the data. The article provides information of students’ survey analysis and demonstrates their motivation in learning post-editing. The results of the study will be used to create a system of exercises and a postediting educational program for its implementation in Russian universities. 10.18720/HUM/ISSN 2227-8591.33.03 372.881.1 neural machine translation teaching post-editing strategies translation linguistic students https://tmhe.spbstu.ru/article/2020.20.4/ 3_---38-45---V_A_-Dorozhkina%2C-M_A_-Ivleva.pdf

RAR RUS 46-58 57210913399 0000-0003-0444-8155 Moscow State Institute of International Relation (MGIMO) Stepanova Maria m.stepanova@odin.mgimo.ru

76, Vernadskogo, Moscow, 119454, Russia

RuFilms School of Audiovisual Translation Kozulyaev Alexey avkozulyaev@rusubtitles.com Peter the Great St. Petersburg Polytechnic University Sosnina Olga olga.s.sosnina@gmail.com Teaching educational video content translation as a subcategory of audiovisual translation The study deals with teaching educational video content translation as a subcategory of audiovisual translation. The educational video content is defined as a completed audiovisual work intended for better subject matter acquisition and consolidation by combining the text the image, the noise, the music, and other ways to expose the viewer. As our survey showed, the most popular educational audiovisual content are various learning materials, revising for exams, self-learning, sports, playing the musical instruments, cooking recipes, etc., and video instructions for solving household problems. The key objective of making and utilizing such educational audiovisual media is teaching, so a special approach to their translation is expected that differs from the translation of the conventional entertainment audiovisual content. Subtitling is the best choice for translating educational audiovisual content from English to Russian. Voiceover is recommended for translating educational video content from other languages. The key linguistic feature of such content is a high share of terms that limits the translation and makes it feasible to use CAT tools. An educational video content translation course shall cover teaching audiovisual translation as such, the subject matter, and the CAT tools. Besides, the translator curriculum shall match the labour market demand and the target audience preferences, and offer to teach the translation of most popular educational video content. 10.18720/HUM/ISSN 2227-8591.33.04 378.147 audiovisual translation teaching audiovisual translation educational video content educational video media translator training subtitling terminology https://tmhe.spbstu.ru/article/2020.20.5/ 4_---46-58---M_M_-Stepanova%2C-A_V_-Kozulyaev%2C-O_S_-Sosnina.pdf

RAR RUS 59-68 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

Tula State University Strakhova Daria ohikokuofu@gmail.com Teaching the text sense verification algorithm The study considers translator training for handling so-called defective specialized texts that contain a range of errors. In Russia, it is conventional to use perfect tutorial texts written by native speakers and free of any grammar, lexical, or factual errors. However, in real life, a translator has to handle imperfect, defective texts. Nowadays, a translator of technical/research/other specialized texts is directly responsible for identifying and correcting source text errors. That is why this aspect shall be included in the translator training university-level programs. We propose a 5-tier hierarchical text verification algorithm called ‘the text verification pyramid’. Under the algorithm, both the source and target text are verified for compliance with the laws of nature, laws of logic, principles of operation applicable to the specific item considered, text cohesion requirements, and facts. The proposed verification approach is applied twice: first, to the source text, and then to the target text. The pyramid tiers are used from bottom to top, starting with the compliance with the laws of nature. The proposed text verification algorithm will improve translation quality. It is suggested to teach translators how to verify texts with the algorithm to promote critical thinking in terms of both the source text and the translation. 10.18720/HUM/ISSN 2227-8591.33.05 371.134 translation defective texts text verifications source text errors translation quality translator training https://tmhe.spbstu.ru/article/2020.20.6/ 5_---59-68---D_I_-Troitskiy%2C-M_M_-Stepanova%2C-D_A_-Strahova.pdf

RAR RUS 70-79 Far Eastern Federal University Lupacheva Tatiana lupacheva.ta@dvfu.ru Self-training as a means of written and oral translation skills mastering The interest in the given topic was caused by the lack of university graduates’ confidence in their readiness to start their professional career due to the transfer to a three-level educational system and the changes related to that. In our view, it is very timely to increase the quality of translators training in the current situation. This article is aimed at searching for ideas which could help to organize self-training of students or young translators, facilitate a quicker learning of material and translation skills mastering, as well as to enhance the teachers’ and students’ efficiency both in traditional and online learning. The specific feature of the given methods is the organization of self-training and peer training in a student group, which can solve the problem of academic hours reduction and increasing the proportion of selfstudies. Oral and written translation skills training exercises mentioned in the article are intended to help the students to solve the typical problems young translators usually face. Among the problems mentioned in the present article is non-observance of word combinability, non-observance of the text style and genre, hesitation pauses, interpretation slowdown, ambiguity of the original syntax, translation mutilation due to a speaker’s accent, difficulty to remember the statement, lagging behind in tempo, lack of skill to listen and speak at the same time during the simultaneous translation, unknown word “stumbling”. The general principles and exercises suggested by the author can help to improve the Practical Course of Translation learning process and individualize the students learning as well as shape self-study skills 10.18720/HUM/ISSN 2227-8591.33.06 378.147.88 students’ self-training written translation sight translation consecutive translation simultaneous translation https://tmhe.spbstu.ru/article/2020.20.7/ 6_---70-79---T_A_-Lupacheva.pdf

RAR RUS 80-94 0000-0001-8731-9118 Herzen State Pedagogical University of Russia Nechaeva Natalia nechaeva.translator@gmail.com 0000-0002-0892-0608 PROtranslation Kairova Emma ekairova@protranslation.ru Development of personal marketing skills among translation and interpreting students The article examines the role of soft skills in the future career and professional competence of translation and interpreting students. The expectations of the modern-day language service industry make these soft skills just as important for finding a job after graduation and performing well professionally as the hard skills related to academic subjects. Current standards for translation and interpreting education programs in Russian Federation (Federal Educational Standard 3+ for bachelor and master degrees) include a significant part of the soft skill set. The European Master’s in Translation standard also features soft skills. One of the key soft skills college graduates require no matter what career path they subsequently choose has to do with presenting themselves on the labor market. This includes resume and cover letter writing, well-considered social media positioning, etc. The article reviews the available theoretical and practical materials on the subject, inspects the concept and types of soft skills and their presence in Russian and European educational standards, and discusses the skill of personal marketing and its aspects. Based on literature analysis and personal teaching experience, the authors provide recommendations to linguist educators on the development of students’ personal marketing skills such as resume and cover letter writing and professional social media presence. 10.18720/HUM/ISSN 2227-8591.33.07 378.4 teaching translation and interpreting linguist education personal marketing resume curriculum vitae employment professional skills soft skills modern forms of education education technology social media presence https://tmhe.spbstu.ru/article/2020.20.8/ 7_---80-94---N_V_-Nechaeva%2C-E_M_-Kairova.pdf

RAR RUS 96-109 Northern (Arctic) Federal University Kokanova e.s.kokanova@narfu.ru Northern (Arctic) Federal University Berendyaev M.V m.berendyaev@narfu.ru Northern (Arctic) Federal University Kulikov Nikolai n.kulikov@narfu.ru Northern (Arctic) Federal University Epimakhova Aleksandra a.epimahova@narfu.ru Pattern of Partnership: the Joint Department of the Translation Company at the Northern (Arctic) Federal University The Department of Translation Technology and Practice at AKM-WEST opened at Northern (Arctic) Federal University in Russia in 2018. It is the first joint department in translation and interpreting in Russia. This joint department is the result of the cooperation between a successful Moscow Translation Company and a federal university in Arkhangelsk (North of Russia). Professionals take part not only in teaching specialized subjects but also in developing the content of educational programs, including the new one based on NArFU Independently Established Standards of Higher Education that corresponds to the Russian Professional Standard in Translation draft worked out with the direct participation of the AKM-WEST representatives. The academic plan includes subjects aimed at the professional adaptation of students to the requirements of modern translation industry and their ability to use translation software tools. The students take part in translation project activities that are further developed in qualification works and Master's theses as well as in students’ scientific papers on the theme «Innovative Technologies in Translation». The two-year experience permits to draw a conclusion on the successful cooperation of professionals and university specialists within a joint department of a new type for the benefit of students who get education adapted to both academic standards and needs of modern translation industry. 10.18720/HUM/ISSN 2227-8591.33.08 378.4 joint department professional adaptation of students technologies in translation translators training professional standard in translation specialist in translation https://tmhe.spbstu.ru/article/2020.20.9/ 8_---96-109---E_S_-Kokanova%2C-M_V_-Berendyaev%2C-N_Yu_-Kulikov%2C-A_S_-Epimahova.pdf

RAR RUS 110-119 Minsk State Linguistic University Osipava Yana y.osipava@gmail.com Organizing students’ self-study in translation and interpreting: experience of Minsk State Linguistic University The article discusses the experience of the self-study process organization at the department of modern translation techniques at Minsk State Linguistic University. constant self-development and self-learning are the major components of translator and interpreter’s competence. Due to rapid digitalization of education new ways of organizing collaborative work, mastering soft skills and developing metacognition are being studied. The less students depend on a teacher the more autonomous and engaged in learning they become and this is the reason why the necessity to shift the learning process from being teacher-centered towards interaction with peers, experts and clients is explained. The term self-regulation, phases of self-regulation and their relation to the level of self-study efficiency are reviewed. The article provides practical examples of the self-study tasks aimed at developing translation and interpreting skills on different levels. The tasks presuppose the use of online resources, particularly Google cloud systems. The functions of each resource are described in order to show how they can contribute to making the learning process more related to professional life. The article suggests using check lists as an effective tool of self-regulation while studying translation and interpreting. Techniques listed have been successfully implemented in the study process at the Faculty of Intercultural Communications since 2018. 10.18720/HUM/ISSN 2227-8591.33.09 378.147.88 self-study self-regulation students’ self-study management self-education self-learning https://tmhe.spbstu.ru/article/2020.20.10/ 9_---110-119---Ya_E_-Osipova.pdf

CHR RUS 121-124 Novosibirsk State Technical University Kondrashova Elena evk21274@yandex.ru 0000-0002-0892-0608 PROtranslation Kairova Emma ekairova@protranslation.ru Association of Translation Teachers News The authors summarized the key news of the Association of Translation Teachers. 10.18720/HUM/ISSN 2227-8591.33.10 Association of Translation Teachers https://tmhe.spbstu.ru/article/2020.20.11/ 10_---121-124---E_V_-Kondrashova%2C-E_M_-Kairova.pdf

MIS RUS 125-125 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/2020.20.12/ STR_-125---V-SLEDUYuShchEM-VIPUSKE.pdf