Linguodidactic Base of Teaching Translation in Higher Education

Institutions within the Framework of the New Federal State

Educational Standards

L. Pavlova

, S. Pesina

Yu. Vtorushina

Yu. Baryshnikova

and T. Baklykova

Nosov Magnitogorsk State Technical University, Magnitogorsk, Russia

Keywords: Methods of Teaching Translation, Translation Competence, Pedagogical Conditions

Abstract: The relevance of the research problem is caused by the need to improve the quality of foreign language

education at the university within the framework of the implementation of the new Federal State Educational

Standards to achieve personal learning outcomes, expressed in the training of highly qualified translators who

are able to carry out a genuine dialogue of cultures in a variety of professional translation situations. These

tasks can be solved by implementing a communication-oriented method of teaching translation in the system

of foreign language education at the university. The article considers and defines the translation skills of

students as the most important factor in the effective implementation of translation activities. The theoretical

significance of the research lies in the development of pedagogical conditions for the effective implementation

of the methodology of teaching translation, aimed at the formation of translation skills and ensuring the

achievement of meta-subject results of foreign language education at the university. The article presents a

communicative-oriented method of teaching translation as a system of components, which proved its

effectiveness in the process of experimental training and made the novelty and practical significance of the

study

1 INTRODUCTION

The newest Federal educational standards of the third

generation set fundamentally new requirements for

the system of training linguists-translators in the

paradigm of the competence-based approach. A

translator must master the basics of professional

intercultural communication, be able to transform a

text from one language into another, retaining the

general essence, concept and structure of it, and

promote intercultural understanding. Therefore,

qualitatively new resources are needed for training

students, corresponding to the scale of solving new

problems, which would contribute to the professional

development of future translators in the entirety of the

required competencies.

https://orcid.org/0000 0003 2241 0513

https://orcid.org/0000 0001 5320 4726

https://orcid.org/0000-0002-3728-2561

https://orcid.org/0000-0002-9036-3707

https://orcid.org/0000-0002-3784-6304

Currently, translation as a product of bicultural,

and often multicultural work of the translator is a

means of historical and modern dialogue of cultures

and civilizations, as well as a tool for expanding the

information field of society, enriching the fund of

world culture and science, preserving the world's

artistic and scientific heritage. A modern translator

combines several roles: interpreter, mediator,

organizer, editor, and propagandist. In modern

conditions, a professional translator must be able to

solve a number of tasks: to cope with the most

difficult intellectual task of finding the most

appropriate equivalent to the context and situation of

the translated unit, to avoid distortions in the

translation, which can lead to serious political

conflicts and economic damage.

Translation is a very complex type of speech-

thinking activity, which involves the presence of

Pavlova, L., Pesina, S., Vtorushina, Y., Baryshnikova, Y. and Baklykova, T.

Linguodidactic Base of Teaching Translation in Higher Education Institutions within the Framework of the New Federal State Educational Standards.

DOI: 10.5220/0010670500003223

In Proceedings of the 1st International Scientiﬁc Forum on Sustainable Development of Socio-economic Systems (WFSDS 2021), pages 475-481

ISBN: 978-989-758-597-5

475

linguistic and interdisciplinary knowledge and skills,

specific personal qualities that are acquired in the

process of learning to translate (Slepovich, 2002).

The creative nature of translation activity

manifests itself in the constant search for linguistic

means to express the unity of the content and form of

the text in the source language and the choice between

several possibilities of transmission. This versatility

of the translation profession should be optimally

implemented in the professional training of students.

As a result of professional training, students should

have the professional competence of a translator,

which is understood as a flexible set of competencies

that ensure high efficiency of translation activities.

The purpose of this article is to develop a

communication-oriented methodology for teaching

translation, implemented as a systematic set of

components (approaches to teaching translation,

teaching content, didactic materials, techniques and

exercises of teaching translation), aimed at the

formation of translation skills and ensuring the

achievement of meta subject results of foreign

language higher education.

2 MATERIALS AND METHODS

The material of the research is the actual problems of

improving the quality of teaching translation in the

system of foreign language education at the

university. In our article, we rely on the following

research methods: theoretical methods (analysis,

interpretation and generalization), empirical methods

(scientifically recorded observation, questionnaires,

testing, experimental training), statistical methods of

processing research results.

This article is based on research in the field of

translation studies, intercultural communication,

linguoculturology and linguodidactics.

The fundamental concept for us is "professional

competence of the translator". As R. K. Minyar-

Beloruchev notes, "the competence of a translator,

first of all, determines the knowledge of two

languages and fluency in them" (Minyar-Beloruchev,

1996). L. K. Latyshev distinguishes the basic and

pragmatic competence of a translator (Latyshev,

2003).

T. N. Serova identifies the following fundamental

competencies of a linguist-translator: proficiency in

linguistic and non-linguistic means of interlanguage

communication; proficiency in all types of foreign

language speech activity, proficiency in skills and

models of intra-group subject-subject and inter-group

collective interaction, ability to work in a team,

proficiency in forms of thinking, mental operations

and ways of formulating thoughts, setting and solving

problem problems, proficiency in the socio-cultural

and professional spheres, proficiency in professional

translation situations and the general professional and

social context within the framework of the dialogue

of cultures (Serova, 2006).

Thus, summarizing the considered approaches, it

can be concluded that the goal of basic linguistic

education of a translator should be the formation of

professional competence, including mental

operations and forms of thinking, language and

speech competencies, as well as the translation skills

in various translation situations that allow you to

effectively carry out professional activities.

The generalization of the scientific literature on

translation and translation studies allows us to

identify the linguodidactic base for the effective

implementation of the translation. Let's clarify what

basic translation skills can be formed in the process

of teaching translation in the system of foreign

language education at the university.

The most important component of any activity is

goal setting. The ability to perform a translation

action also implies a vision of the goal with the future

result and knowledge of the necessary operations. At

the same time, the goal as an image of the future result

is realized almost simultaneously with finding the

most optimal option.

When teaching translation, it is necessary to pay

special attention to the perception and understanding

of the original utterance. It is necessary to lay in the

students the idea that one of the main tasks in

translation is not to convey their personal attitude to

the text, but to recreate in the translated text an

objective analog of the original text. One of the main

tasks of the translator is to take into account and

reflect not only the general properties of the text as a

tool of speech influence, but also the peculiarity of its

internal structure. Therefore, it is advisable to train

future linguists to see the different types of text

content, to be able to identify the most important

elements that must be reproduced in translation, and

those that can be modified in the process of pre-

translation analysis of the source text, which begins

with understanding its functional and genre affiliation

(Latyshev, 2003).

The next important skill is that in the process of

teaching translation, students form a new conscious

and analytical perception of the language being

studied. While studying translation, students learn to

compare different language systems, means, ways of

understanding and transmitting information. The

ability to analyze the grammatical, semantic, and

WFSDS 2021 - INTERNATIONAL SCIENTIFIC FORUM ON SUSTAINABLE DEVELOPMENT OF SOCIO-ECONOMIC SYSTEMS

476

stylistic structure of a statement/text, which is

important for the translator, is formed in order to fully

and accurately understand its content and convey it in

the target language.

It also develops the ability to focus on the content

of the translated speech fragment, and to make

transformations within both the native and foreign

languages, transmitting the same content using a

variety of synonymic constructions, which in turn

improves memory, expands the active vocabulary,

and also forms the ability to easily move from one

language to another, easily finding equivalents for

transmitting the information contained in the

utterance.

It is worth noting that within the framework of

translation training, students also get acquainted with

the types of non-equivalent vocabulary and ways of

transmitting it in their native language (Pesina, Kiva-

Khamzina, Rubanova, 2019; Karamalak, Pesina,

2017), which is necessary for every translator,

because when translating such vocabulary, it is

essential to be able to proceed not from the

translatability of each component of the meaning, but

from the transmission of the meaning of the utterance

or the reality as a whole. Together with this, students

will learn about such a phenomenon as" false friends

" of the translator, without the knowledge of which it

is impossible to carry out a competent translation.

There is an introduction to the lexical and

grammatical difficulties that may arise in the

translation process and ways to overcome them.

Translation classes encourage students to pay

attention to the most subtle nuances of the semantics

of language units, reveal the uniqueness of the system

organization and functioning of languages, the

features of the" picture of the world " created by each

language, the common and special in the culture and

thinking of representatives of different language

communities (Swallow, 2020).

By drawing the students ' attention to the methods

of translation, the teacher expands their

understanding of the phenomena of the modern

language situation and activates the metalinguistic

skills that involve the awareness of the language as

the fact of the development of different elements of

the language, and the reasons that cause its

development. Thus, future translators develop

metalinguistic consciousness, as a special form of

human language consciousness, characterized by the

ability to abstract logical operations with several

language systems. In this regard, cognitive processes

associated with the development of students '

translation skills play an important role.

The main form of organization of educational

activities is a system of classroom classes using

modern ICT methods and communicative teaching

methods: large group, small group, pair work,

individual, mutual learning and mutual control,

project tasks (in oral and written forms), quizzes,

tests, translation.

Taking into account modern approaches to the

organization of the process of foreign language

education (communicative-cognitive, cultural

studies, competence), it is important to give a

communicative orientation to this type of activity

when teaching translation.

Translation differs from other types of speech

activity not only in that it combines listening and

speaking, or reading and writing, but also in that it is

carried out in a bilingual environment. And to do this,

you need to create a bilingualism mechanism. This

mechanism is able to function if the subject has three

main skills: deverbalization, transformation, and

switching.

One of the difficulties in translation is to

overcome the dominance of formal features of the

source text, i.e. words and grammatical constructions

of the source language. Therefore, it is very important

to develop the skills of deverbalization, with the help

of which students will be able to correctly transfer

thoughts to the language of images for free speech

creation in the language of translation. To automate

this skill, we used the following exercises: reading

text with a score, microreference, fixing information

without words.

The second leading skill in translation is

transformation of the text while preserving its content

(Latyshev, 2003; Minyar-Beloruchev, 1996; Pesina,

Zimareva, Baklykova, 2019; Nazarova, Pesina,

2016). Transformations (lexical, grammatical, etc.)

are actually the essence of the translation process, in

which one word is constantly changed by another,

their interpretation and grammatical reconstruction.

These skills are formed using the following exercises:

 an exercise in the transformation of lexical

units;

 exercise in the reconstruction of sentences;

 an exercise in the global transformation of

speech.

A special place in the process of learning to

translate is occupied by the switching skill. The skill

is based on the familiar connections that are formed

between the lexical units of the target and native

languages of students. The possibility of errors can be

minimized if familiar connections are formed not

between individual words, but between word

combinations. At the same time, the switching skill

Linguodidactic Base of Teaching Translation in Higher Education Institutions within the Framework of the New Federal State Educational

Standards

477

should be formed in two directions, that is, not only

from the native language to a target one, but also from

a target language to the native one (Komissarov,

2001; Minyar-Beloruchev, 1996). We have identified

the following exercises for the formation of the

switching skill: exercise with numerals, recording

precision words, synchronized translation of phrases.

To form the ability to objectively evaluate their

work, it is necessary to familiarize students with the

classification of translation errors. The main

shortcomings in the translation of the source text are

expressed in distortions, inaccuracies and

ambiguities.

Familiarizing students with the classification of

translation errors provides a basis for achieving

mutual understanding between the teacher and the

student in the process of analyzing educational

translations, developing agreed criteria for their

evaluation. It also makes it possible to develop

exercises for correcting translation and translation

errors to eliminate interfering phenomena.

New trends in foreign language education are

(Ariyan, Pavlova, 2019; Galskova et al., 2018;

Pavlova, 2019; Pesina, Druzhinin, 2016; Safonova,

2014; Shchukin, 2011; Pesina et al., 2020; Solonchak,

Pesina, 2015): variability, multifunctionality,

multiculturalism, and interdisciplinarity link the tasks

of professional, cognitive, and socio-cultural

development of students with the need to form an

adequate content that implements the modern goals of

teaching translation skills.

The analysis of the literature allows us to conclude

that the content of translation training should include

the formation of an idea of the concepts of

interlanguage communication, equivalence and

adequacy of translation; the formation of an idea of

the pragmatic aspects of translation and the main

methods of pragmatic adaptation of translation; the

study of the main models of translation and

translation transformations; the study of the main

types of translation correspondences and

familiarization with the methods of translation of

non-equivalent language units; the formation of an

idea of the basic principles of text translation;

formation of an understanding of the grammatical and

stylistic aspects of translation.

As for the selection of didactic materials for

teaching translation, it is important to note that it

should be carried out in accordance with the

following criteria (Latyshev, 2003):

 the adequacy of the materials to certain

translation problems that can be solved with the

help of the selected materials;

 focus on specific skills and abilities that can be

formed on the basis of these materials;

 thematic genre and stylistic variety of texts;

 samples of authentic modern foreign language

speech.

Carefully selected foreign language texts,

educational materials, and professional translation

situations should reflect a variety of social and

cultural contexts, motivate educational activities,

create a communicative base for the development of

students' socially valuable translation qualities, and

ensure their spiritual and professional growth.

When organizing translation as a communicative

bilingual activity, it is necessary to rely on the level

of students ' knowledge of communicative

competence, both in a foreign language and in their

native language. It is necessary to update the inter-

subject relations, skills and abilities of students and

involve them in translation activities that meet

modern information and cognitive needs and

interests.

Thus, the communication-oriented method of

teaching translation should be implemented in

accordance with the following requirements:

 activation of students' mental activity,

development of educational and intellectual

skills and abilities: compare, generalize,

classify, differentiate;

 presentation of the target language phenomena,

translation difficulties on the basis of authentic

texts that are of interest to the students;

 development of translation skills based on the

comparison and comparison of language

phenomena with the native language, the

development of language guesswork;

 development of metalinguistic competence,

which is manifested in the ability to observe the

language and perform independent translation

activities.

The process of developing translation skills

within the framework of the developed methodology

is more effective if the following pedagogical

conditions are met:



inclusion of modular interdisciplinary courses

on general cultural, scientific, and technical

issues in the content of foreign language

education;

 socio-cultural enrichment of the process of

teaching a foreign language;

 involvement of students in professional

translation activities at partner enterprises on a

permanent basis.

While implementing these pedagogical conditions

in the framework of a communicative-oriented

WFSDS 2021 - INTERNATIONAL SCIENTIFIC FORUM ON SUSTAINABLE DEVELOPMENT OF SOCIO-ECONOMIC SYSTEMS

478

methodology for teaching translation skills, the

following meta-subject results of foreign language

education are achieved: a high level of motivation,

development of abilities in volitional and emotional

spheres, development of attention, memory and

thinking of the individual.

3 RESULTS AND DISCUSSION

In order to test the effectiveness of the

communication-oriented methods of teaching

translation activities in the system of foreign language

education at the university, we conducted an

experimental training of the students – future

translators of the third and fourth years of the "Nosov

Magnitogorsk State Technical University", a total of

197 people. Three experimental groups EG-1 and

EG-2 were identified; EG-3, in which experimental

training was conducted on the basis of the

implementation of the developed methodology, and

one control group of CG, where translation training

was conducted traditionally. The experimental

training was conducted in three stages: ascertaining,

modeling, diagnostic and assessment.

At the ascertaining stage, the level of development

of students ' translation skills was revealed, for the

objective measurement of which we identified the

following criteria:

 fullness of the translation (each component of

the translated text is translated);

 translation accuracy (the meaning of the text is

not broken);

 lexical and grammatical correctness.

At the ascertaining stage we carried out the

assessment test, measuring the level of development

of students ' translation skills.

The intermediate results of the assessment test

showed that the translation skills and abilities in both

the experimental and control groups are

approximately identical. The majority of students

(48%) in EG-1, EG-2, EG-3 and CG had an average

level, 38% - a low level and only 14% of students had

a high level. It follows that the level of proficiency in

translation skills and skills in general occupies a low

position.

The modeling stage of the experimental training

was carried out in the experimental groups within the

framework of the developed communicative-oriented

methodology, while in the control group the foreign

language training was carried out traditionally. In the

translation classes, the students of the CG translated

the texts, transmitting their main content. At the same

time, special attention was not paid to overcoming

translation difficulties, and exercises to overcome

lexical and grammatical interference were not

offered. The students of the experimental groups were

trained with the introduction of exercises in the

learning process that contribute to the development of

skills and abilities of translation activities. The

material was taken from authentic sources that

correspond to the level of communicative

competence and interests of students. Students of EG-

1, EG-2, and EG-3 were trained with exercises where

it was necessary to draw a parallel between the texts

of the target language and the native language,

exercises on the periphrasis of the target language,

exercises aimed at working with lexical units, where

it was necessary to translate the "false friends" of the

translator, international words, articles from The New

York Times, the magazine “Nature”. In addition,

grammatically directed exercises were proposed,

during which students had to identify the functional

component of the infinitive forms in sentences and

perform their correct translation, it was also proposed

to translate numerals, and sentences with a compound

connection/adverbial turn.

At the diagnostic and assessment stage, new

measurements were carried out in the experimental

and control groups, which showed qualitative

changes in the studied criteria. The analysis of these

changes is presented below.

As shown by the diagnostics at the end of the

modeling stage of the experiment in the experimental

groups, the number of students with a high level of

development of translation skills increased by 2.0

times and amounted to 28%, the average level

reached 55% of students. The number of students

with a low level skills decreased by 2.2 times or by

21% of the total number.

These data confirm our idea of the need to

introduce a special methodology aimed at activating

the mental activity of students, developing their

educational and intellectual skills and abilities, based

on the comparison and comparison of language

phenomena with their native language.

The results obtained in assessing the level of

development of translation skills show that in the

course of the formative experiment, the value of the

absolute growth indicator for the average indicator (G

for AI) is the largest in EG-3. It was 0.38, which is

0.05 and 0.04 more than in the EG-1 and EG-2

groups, respectively, and 0.36 more than in the СG

group. The greatest increase in CE (efficiency

coefficient) is observed in EG-3 (0.20), where a set of

pedagogical conditions was introduced. This is,

respectively, more than the increase in CE in EG-1 by

0.03 and in EG-2 by 0.02.

Linguodidactic Base of Teaching Translation in Higher Education Institutions within the Framework of the New Federal State Educational

Standards

479

Clearly, the change in the values of the СE when

assessing the level of development of translation

skills during the modeling experiment is shown in

Figure 1.

Figure 1: Changes in the values of CE during the modeling

stage of the experiment when assessing the level of

development of translation skills.

It is obvious that without a special way of

organized translation training, students of the KG

have a weak idea of the" false friends " of the

translator, the ways of translating non-equivalent

vocabulary, are less oriented in translation

difficulties, and only occasionally show the ability to

bring the translation text in line with the norms of the

Russian language.

Based on the results obtained, it can be argued that

during the experimental training, the most significant

growth of students with a high level of development

of the measured criteria is observed in EG-3. Here,

the absolute increase (G) in CE (efficiency

coefficient) is 0.20, which is correspondingly greater

than the increase in CE in EG-1 by 0.03 and in EG-2

by 0.02. This is due to the fact that in EG-3, within

the framework of the implemented methodology, the

entire complex of three pedagogical conditions was

applied, while in EG-1, only the first pedagogical

condition was introduced, and in EG-2, 2 pedagogical

conditions were used.

The inclusion of modular interdisciplinary

courses on general cultural, scientific, and technical

issues in the content of foreign language education;

socio-cultural enrichment of the process of teaching a

foreign language; as well as the involvement of

students in professional translation activities at

partner enterprises on a permanent basis contributed

to the development of the knowledge and skills

studied by students of EG-1,2,3. As the obtained data

confirm, the communicative-oriented methodology

provides a focus on the development of translation

competence, and the proposed tasks contribute to the

formation of communicative-informational,

evaluative, compensatory, bilingual transformational

knowledge and skills.

At the end of the formative experiment, the

students of the EG -1,2,3 groups showed a higher

level of development of the skills to build speech and

non-speech behavior adequately to the socio-cultural

specifics of the linguosocium in which

communication is carried out, as well as a willingness

to act as a cultural intermediary in translation,

carrying out a genuine dialogue of cultures. This

gives us the basis to conclude about the effectiveness

of the developed communication-oriented

methodology for teaching translation activities in the

system of foreign language education at the

university.

4 CONCLUSIONS

The introduction of the developed methodology and

pedagogical conditions in the process of teaching

translation to future linguists forms the students '

basic skills and abilities necessary for the

implementation of translation skills, provides

students with the classification of difficulties that may

arise in the process of translation, and with the ways

to overcome them, as well as teaches them to edit

translation texts.

For the effective implementation of a

communicative-oriented translation teaching

methodology the pedagogical conditions should

include modular interdisciplinary courses on general

cultural, scientific, and technical issues in the content

of foreign language education; socio-cultural

enrichment of the process of teaching a foreign

language; as well as the involvement of students in

professional translation activities at partner

enterprises on a permanent basis.

Summing up, we note that the developed

methodology actualizes the process of language

translation reflection of students, provides the basis

for professional translation and the success of

translation activities. The professionally significant

components of a translator's professional competence

are: a high level of proficiency in foreign and native

languages, knowledge of the basics of translation

theory, knowledge of translation techniques, the

background and subject knowledge on the topic of

translation, the ability to convey the ideas of the text

with all their shades.

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