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DIFFERENT APPROACHES TO TRAINING INTERPRETERS: HISTORICAL VIEW AND CONTEMPORARY IMPLEMENTATION

Year 2016, Volume 2, Issue 6, 432 - 435, 09.12.2016
https://doi.org/10.18768/ijaedu.280573

Abstract

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).

References

  • Common European Framework of Reference for Languages: Learning, teaching, assessment (2004) – Cambridge, Cambridge University Press, 260 p
  • Fons M. (2011). Tag Archives: history of interpreting. https://theinterpreterdiaries.com/tag/history-of-interpreting
  • Gile D. (2009). Basic Concepts and Models for Interpreter and Translator Training. Revised Edition. Amsterdam/Philadelphia: John Benjamins Publishing Company, pp. 278.
  • Richards J.C., Rodgers T.S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press, pp. 409.
  • Scrivener J., (2011). Learning Teaching: The Essential Guide to English. 3rd edition. MacMillan, 416 p.

Year 2016, Volume 2, Issue 6, 432 - 435, 09.12.2016
https://doi.org/10.18768/ijaedu.280573

Abstract

References

  • Common European Framework of Reference for Languages: Learning, teaching, assessment (2004) – Cambridge, Cambridge University Press, 260 p
  • Fons M. (2011). Tag Archives: history of interpreting. https://theinterpreterdiaries.com/tag/history-of-interpreting
  • Gile D. (2009). Basic Concepts and Models for Interpreter and Translator Training. Revised Edition. Amsterdam/Philadelphia: John Benjamins Publishing Company, pp. 278.
  • Richards J.C., Rodgers T.S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press, pp. 409.
  • Scrivener J., (2011). Learning Teaching: The Essential Guide to English. 3rd edition. MacMillan, 416 p.

Details

Subjects Social
Journal Section Articles
Authors

Nataliya Belenkova This is me
Russian Federation

Publication Date December 9, 2016
Application Date December 23, 2016
Acceptance Date
Published in Issue Year 2016, Volume 2, Issue 6

Cite

EndNote %0 IJAEDU- International E-Journal of Advances in Education DIFFERENT APPROACHES TO TRAINING INTERPRETERS: HISTORICAL VIEW AND CONTEMPORARY IMPLEMENTATION %A Nataliya Belenkova %T DIFFERENT APPROACHES TO TRAINING INTERPRETERS: HISTORICAL VIEW AND CONTEMPORARY IMPLEMENTATION %D 2016 %J IJAEDU- International E-Journal of Advances in Education %P 2411-1821-2411-1821 %V 2 %N 6 %R doi: 10.18768/ijaedu.280573 %U 10.18768/ijaedu.280573

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