Professional and pedagogical training of future English- and Chinese-language translators in Ukraine’s universities

Authors

  • Oleksandra Popova State Institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky” Staroportofrankivska str., 26, Odessa, Ukraine, 65020, Ukraine https://orcid.org/0000-0002-6244-5473

DOI:

https://doi.org/10.15587/2519-4984.2018.126004

Keywords:

readiness, training, professional training, preparedness, translator of the English and Chinese languages

Abstract

The article is devoted to the problem of professional and pedagogical training targeted to the future translators of English and Chinese in Ukraine’s universities.

The author’s interpretation of the terms “readiness”, “training”, “professional training”, “preparedness” is represented in the paper. The term “training” covers these constituents: a stock of knowledge, skills, experience acquired in the process of training, practical activities. “Students’ readiness for translation activity” is considered as a set of interrelated personal and functional properties of the subject (a student ‒ future translator of the Chinese and English languages), necessary for the effective implementation of professional translation activities in accordance with regulatory requirements, put forward by the end of professional training. A complex model structuring the readiness of the future Chinese- and English-languages translator (taking into account the qualification specifics) for professional (translation- and pedagogy-oriented) activities is described in the research; the designated model includes a set of motivational and evaluative qualities of an individual, his / her professional and pedagogical knowledge and skills, skills and experience required for successful translation activity in the professional environment and pedagogical activity under conditions of the person- and competence-oriented approaches to students’ training and up-bringing.

The components of the future English- and Chinese-languages translator’s readiness for translation activities are specified: linguistic-motivational, communicative-informational, operational and activity-centred.

The vector of professional training targeted to the future translators of English and Chinese in the context of diplomatic relations between China and Ukraine is seen as a perspective of further research

Author Biography

Oleksandra Popova, State Institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky” Staroportofrankivska str., 26, Odessa, Ukraine, 65020

Doctor of Pedagogical Sciences

Department of Translation, Theoretical and Applied Linguistics

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Published

2018-03-13

How to Cite

Popova, O. (2018). Professional and pedagogical training of future English- and Chinese-language translators in Ukraine’s universities. ScienceRise: Pedagogical Education, (3 (23), 7–13. https://doi.org/10.15587/2519-4984.2018.126004

Issue

Section

Pedagogical Education