DIFFERENT APPROACHES TO TRAINING INTERPRETERS: HISTORICAL VIEW AND CONTEMPORARY IMPLEMENTATION

Nowadays the international situation and wide political, social and cultural relations enhance the importance of interpreting from one language into another. The role of professionals in interpreting is also increasing. It causes the necessity of special training and development of interpreters at education institutions of different levels. Training interpreters can be realized from various didactic and methodological standpoints. To find the most effective way of training interpreters the previous practical experience of teaching and theoretical research in the field of interpreters’ training methodology should be analyzed.

The topicality of the paper is explained not only by the increased interest in interpreting as a professional activity but also by a modern view on interpreting as a part of mediation that is considered by European researchers as a special language activity along with reading, speaking, writing and listening. As all language activities can be taught from the point of different lingo didactic approaches, consequently, training interpreting can also be studied as a realization of lingo didactic views and theories known in educational environment.

The purpose of this paper is to analyze different lingo didactic approaches to teaching foreign languages and their use in training interpreters practice; generalize the ideas of the previous studies and suggest the ways how to  implement these theories into the modern practice of training interpreters-to-be more effectively; concentrate on the issues of training interpreters in a specific setting; present some examples from the practice of teaching and training interpreters at Peoples’ Friendship University of Russia (RUDN University).