Vol 7 No 4 (2020)
Articles

Future Translator Training Based on an Integrated Approach

Lidiia L. Nanivska
Hetman Petro Sahaidachnyi National Army Academy, Lviv, Ukraine.
Oksana V. Shcherba
Hetman Petro Sahaidachnyi National Army Academy, Lviv, Ukraine.
Susanna M. Pasichnyk
Hetman Petro Sahaidachnyi National Army Academy, Lviv, Ukraine.
Mykhaylo M. Kozyar
Lviv State University of Life Safety, Lviv, Ukraine.
Iryna V. Savka
Ivan Franko National University of Lviv, Lviv, Ukraine.
Published October 6, 2020
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Keywords
  • Integration problems of teaching content in pedagogical theory and practice, integrated approaches in education, translator training in higher education institutions, translation competency, interpreting competence, components of translation competence, assessment of student translation performance.
Citations
How to Cite
Nanivska, L. L., Shcherba, O. V., Pasichnyk, S. M., Kozyar, M. M., & Savka, I. V. (2020). Future Translator Training Based on an Integrated Approach. Journal of Education and E-Learning Research, 7(4), 353-359. https://doi.org/10.20448/journal.509.2020.74.353.359

Abstract

The aim of this research is to identify the efficiency of an integrated approach for the provision of high-quality professional training for future translators. The analysis uses a model that involves a case study based on integrated activity and competence-based approaches. It was tested on the translation of scientific and technical literature, which is a subject that is included in the educational and vocational program for training students majoring in philology and translation. To analyze data obtained during the pedagogical experiment, and to consider the dynamics of changes in the levels of bilingual, extralinguistic, interpretive, and personality development sub-competences (components of translation competence of students), we used STATA software and online resources for calculating independent t-test samples. The conducted research proved the efficiency of the experimental model involving the case study based on integrated activity and competence-based approaches to form and develop the translation competence of future translators. We found that the experimental model applied in the process of professional translator training had the most significant impact on the formation and development of extralinguistic sub-competence, interpreting sub-competence (which includes knowledge of general principles of translation, knowledge of means of automated translation and electronic dictionaries, skills and abilities of their use in practice), and bilingual sub-competency. The study proved that the model contributed to students’ educational motivation and learning of moral and ethical rules that apply to life and work.

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