CONTEXT OF COLLABORATIVE ACTIVITY PEDAGOGY IN TRANSLATION TRAINING
DOI: 10.23951/1609-624X-2019-3-61-68
Introduction. The purpose of the article is to reflect on the specifics of organizing translation training in line with the collaborative activity pedagogy of G. N. Prozumentova. Three models of collaborative activity between the teacher and students (authoritative, leadership, partner) and three types of joint actions between the teacher and students have been analyzed: closed, semi-open and open. For each model there are special types of educational tasks (reproductive, constructive, creative). At the same time, all translation exercises are characterized in the logic of a certain model of collaborative activity between a teacher and students, taking into account the different positions of its participants. Material and methods. As a methodological base of the research we have chosen a learner-centered approach as well as the concept of collaborative activity pedagogy between the teacher and students. We have analyzed the traditional methods of teaching translation and educational practices for training translators in a classical university, including teaching experience of the author. Results and discussion. It has been established that the majority of translation exercises are mostly reproductive and tend to an authoritative model of collaborative activity; therefore, it is important to use a variety of exercises, mainly dialogue exercises, representing a leadership and partnership model of collaborative activity pedagogy. It has been proven that an open collaborative action (involving the creation of new meanings, the interchange and mutual enrichment, non-didactic interaction of participants) is optimal in translation teaching. Students form socio-cultural knowledge, communication skills, ability to participate in collaborative activities, translation competencies. Conclusion. For the first time it has been shown that translation training requires not only modern methodological support, but also a pedagogical basis. The idea of co-organizing different types of interaction between a teacher and students in translation training with an emphasis on organizing open collaborative action is seen by the author as the best option for organizing learner-centered educational practice at the university.
Keywords: collaborative activity pedagogy, model of organizing collaborative activity, types of collaborative activity, training lesson, translation training
References:
1. Podlasyy I. P. Pedagogika: uchebnik. 2-ye izd., dop. [Pedagigics: textbook. 2nd edition, supplemented]. Мoscow, Yurayt Publ., 2011. 574 p. (in Russian).
2. Khutorskoy A. V. Sovremennaya didaktika: uchebnik dlya vuzov [Contemporary didactics: university textbook]. Saint-Petersburg, Piter Publ., 2001. 544 p. (in Russian).
3. Prozumentova G. N. Pedagogika sovmestnoy deyatelnosti: smyslovyye konteksty i obrazovatel’naya real’nost’ [Collaborative activity pedagogy: semantic contexts and educational reality]. Shkola sovmestnoy deyatel’nosti: razrabotka obrazovatel’nykh programm v razvivayushcheysya shkole. Pod. red. G. N. Prozumentovoy [School of collaborative activity: developing educational programs in a developing school. Ed. G. N. Proizumentova]. Tomsk, Del’taplan Publ., 2002. Pp. 4–16 (in Russian).
4. Prozumentova G. N., Malkova I. Yu. Problema sub’’yekta sovmestnoy deyatel’nosti v obrazovatel’nom proyektirovanii [The problem of collaborative activity subject in educational planning]. Sibirskiy psikhologicheskiy zhurnal – Siberian Psychological Journal, 2007, no. 26, pp. 170–174 (in Russian).
5. Shkola sovmestnoy deyatel’nosti: izmeneniye soderzhaniya obrazovaniya v razvivayushchey shkole. Pod red. G. N. Prozumentovoy, E. N. Kovalevskoy. Kn. 3 [Collaborative activity school: the change in education content in developmental school. Ed. by G. N. Prozumentova, E. N. Kovalevskaya. Book 3]. Tomsk, UFO-press Publ., 2001. 136 p. (in Russian).
6. Pozdeyeva S. I. Obrazovatel’noye soderzhaniye sovmestnoy deyatel’nosti v nachal’noy shkole [Education content of collaborative activity in ele mentary school]. Tomsk, Del’taplan Publ., 2004. 311 p. (in Russian).
7. Pozdeyeva S. I. Tipologiya urokov v kontseptsii pedagogiki sovmestnoy deyatel’nosti [Lesson types in collaborative activity pedagogy]. Nauchnopedagogicheskoye obozreniye – Pedagogical Review, 2016, vol. 3 (13), pp. 36–41 (in Russian).
8. Nikitina L. A., Pozdeyeva S. I. Pedagogicheskoye naslediye G. N. Prozumentovoy kak oriyentir dlya pedagogicheskoy nauki i praktiki [The pedagogical heritage of G. N. Prozumentova as a benchmark for science and educational practice]. Nauchno-pedagogicheskoye obozreniye – Pedagogical Review, 2015, vol. 4 (10), pp. 7–14 (in Russian).
9. Minyar-Beloruchev R. K. Kurs ustnogo perevoda. Franzuzskiy yazyk [Interpretation course. The French language]. Moscow, Moskovskiy litsey, 1999. 144 p. (in Russian).
10. Garbovskiy N. K., Kostikova O. I. Kurs ustnogo perevoda. Frantsuzskiy yazyk - russkiy yazyk [Interpretation course. French - Russian]. Moscow, Moscow university Publ., 2006. 304 p. (in Russian).
11. Novikova E. Yu. Didaktika ustnogo perevoda [Interpretation didactics]. Podgotovka perevodchika: kommunikativnyye i didakticheskiye aspekty. Pod obshch. red. V. A. Mityaginoy [Forming interpreters: communicative and didactic aspects. Ed. by V. A. Mityagina]. Moscow, 2012. Pp. 88–160 (in Russian).
12. Selesko vitch D., Lederer M. Pedagogie raisonnee de l’interpretation. Didier Erudition. S. l, Offi ce des publications offi cielles des Communautes europeennes, 2002. 388 p.
13. Koroleva D. B. Formirovaniye mezhkul’turnoy kommunikativnoy kompetentsii studentov-lingvistov v kontekste pedagogiki sovmestnoy deyatel’nosti. Avtoref. dis. kand. ped. nauk [Formation of the intercultural communicative competence of linguistic students in the context of the pedagogy of joint activities. Abstract of thesis. cand. ped. sci.]. Tomsk, 2018, 23 p. (in Russian).
14. Du rieux C. Fondement didactique de la traduction technique. Paris, La maison du dictionnaire, 2010. 220 p.
15. Wecksteen C. Traductologie et optimisation de l’enseignement de traduction. Traductologie et enseignement de la traduction a l’Universite. et. reunies par M. Ballard, Arras, 2009. P. 65–89.
16. Gile D. La traduction, la comprendre, l’apprendre. Paris, Presses universitaires de France Publ., 2005. 278 p.
17. Kiraly D. Pathways to translation: Pedagogy and Process. Kent, Kent State University Press Publ., 1995. 175 p.
18. Plassard F. Animer un atelier de traduction specialisee – une experience en chantier. La traduction et ses metiers. Textes reunis par Colette Laplace, Marianne Lederer, Daniel Gile. Caen, Lettres modernes Minard Publ., 2009. Pp. 225–238.
19. Bocquet C. La traduction juridique. Fondement et methode. Bruxelles, Group de Boeck Publ., 2008.
20. Stern L. Training interpreters. The Oxford handbook of translation studies Edited by Kirsten Malmkjaer and Kevin Windle. Oxford university press, 2011. Pp. 490–509.
21. Kelly D. Student mobility on translator training programmes. Quelles qualifi cations pour les traducteurs? Sous la direction de Daniel Gouadec. La maison du dictionnaire, Paris. Pp. 161–177.
22. Gile D. Basic Concepts and Models for Interpreter and Translator Training. Amsterdam, John Benjamins Publishing Company Publ., 2009. 283 p.
( 462.44 kB ) 
( 456.1 kB )
Issue: 3, 2019
Series of issue: Issue 3
Rubric: HIGHER EDUCATION PEDAGOGY
Pages: 61 — 68
Downloads: 737