Internet technologies in technical translation course content. Coursework: Features of written translation. Information resources in the activity of a translator. List of references for graduation work

The relevance of research. In today's world, consistent progress from national isolation to cooperation and mutual understanding is increasingly manifested as a tendency to form the world community into integrity. The transition of modern society to the information age of its development, the widest areas of application of computers, the creation of a worldwide computer information network the Internet contributes to the unification of knowledge and intelligence of people around the world without dividing them by state, economic, social and religious boundaries. Translation activity is an objective necessity, it serves both the interests of states and peoples in the comprehensive expansion of cooperation and the exchange of professional, scientific, cultural and spiritual values, and meets the needs of the individual.

A large-scale intercultural dialogue, the means of which is intercultural communication, which is unthinkable without translation, has contributed to the wide diversification and professional and subject specialization of translation activities in recent years, which has had an impact on the system of training translators, which is now carried out not only in accordance with the State Educational Standard of Higher education in the specialty 620100 - linguistics and intercultural communication (qualification - linguist, translator), but also on the basis of the State requirements introduced in 1997 for the minimum content and level of training of a graduate to obtain an additional qualification "translator in the field of professional communication".

A translator in the field of professional communication” is a professional of a special kind, his total professional competence includes, along with the competences possessed by a “translator-linguist”, also professional-subject competence.

An analysis of the literature showed that the changed requirements for the translator's activity in the conditions of the information society necessitate further changes in his professional training, which in modern conditions should ensure entry into the informatized practice of professional translation activity (P.S. Brook, D. Guadek, D. Robinson) .

A significant number of problems related to professional training, including the professional training of a translator, have been developed in domestic pedagogy: training specialists for professional activities and improving the effectiveness of education in higher education (Yu.K. Babansky, A.A. Verbitsky, E.F. Zeer, I.Ya. Lerner, V.A. Slastenin); improving the language training of specialists as a general pedagogical problem (I.L. Bim, N.I. Gez, I.A. Zimnyaya, A.A. Leontiev, G.V. Rogova); informatization of education and various aspects of the use of information technologies in education (V.P. Bespalko, B.G. Gershunsky, I.G. Zakharova, E.S. Polat, V.A. Tranev, I.V. Tranev); the influence of information technology on the content of specialist training (A.P. Ershov, V.C. Lednev, E.I. Mashbits, I.V. Robert); psychological and pedagogical aspects of information technology training of specialists (V.A. Sadykova); training of dual qualification specialists (N.Sh. Valeeva, A.M. Kochnev); various conditions for providing professional training for civil servants (L.A. Vasilenko, Yu.N. Karpova, N.L. Uvarova); professional training of translators at the theoretical, methodological and linguo-methodological levels (I.S. Alekseeva, V.N. Komissarov, L.K. Latyshev, R.K. Minyar-Beloruchev, O.G. Oberemko, E.R. Porshneva, V. I. Provotvorov, I. I. Khaleeva).

Various aspects of the professional competence of a translator were touched upon by domestic ones (I.S. Alekseeva, Ya.B. Emelyanova, V.N. Komissarov, L.K. Latyshev, R.K. Minyar-Beloruchev, O.G. Oberemko, E.R. Porshnev, Z.G. Proshina, K.V. Shaposhnikov) and foreign scientists (M. Ballard, R. Bell, V. Vilss, D. Guadek, W. Kautz, D. Kairali, V. Koller, S. Campbell, A. Neubert,

K. Nord, P. Newmark, A. Pym, M. Presas, R. Tinsley, G. Turi, B. Harris, L. Hewson, G. Shreve), who actively began to raise issues of the information technology component of the translator’s activity (D Kairali, B. Mossop, K. Nord, P. Newmark, M. Presas, D. Robinson, M. Sofer, R. Tinsley) and certain aspects of its formation (F. Ausmühl, L. Bauker, M. Baker, K Gerding-Sales, J. Godfrey, D. Guadek, J. Zampolli,

3. Juste, A. Pym, G. Laszlo, O. Krachiunescu, R. Criss, S. Stringer-O "Kiff,

4. Neck). Domestic researchers considered the conditions for ensuring effective training of students for the use of information technology in the future professional activities of an economist (A.L. Denisova, Zh.V. Inozemtseva, E.A. Kovaleva), a lawyer (V.P. Shumilin), a military man (O. A. Kozlov), teacher (V.V. Aleinikov, N.N. Dikanskaya, G.A. Kruchinina, E.I. Kuznetsov, M.P. Lapchik, L.D. Maltsev).

Analysis of the above scientific works allows us to speak about the timeliness of the undertaken study, because At present, the structure and content of the non-linguistic component of the translator’s training have not been studied much, they have not become the subject of a special study of the peculiarities of training translators for the additional qualification “translator in the field of professional communication”, as well as the content and formation of their information technology competence. Thus, there are contradictions:

Between development informational character modern society and its manufacturability and undeveloped pedagogical foundations for the formation of information and technological competence of future specialists, including "translators in the field of professional communication";

Between the changed requirements for the activities of an interpreter, which resulted in the introduction of an additional qualification “translator in the field of professional communication”, and the lack of development of the theoretical foundations for designing this type of professional training;

Between the objective practice of implementing an additional qualification program, on the one hand, and the insufficient development of the problem in theoretical and practical terms, on the other hand.

These contradictions determine the research problem, which is formulated as follows: what place does information technology competence occupy in the structure of the activity of a “translator in the field of professional communication”, what are the pedagogical foundations for its design and formation in the course of the educational process at a university?

The purpose of the study: to determine and substantiate the composition and features of the content of education in the field of forming the information technology competence of a translator for the additional qualification "translator in the field of professional communication", to test them in experimental work, to outline ways and directions for further research on this problem.

Object of study: professional training of future "translators in the field of professional communication" in a higher professional educational institution.

Subject of study: the formation of information technology competence of the future "translator in the field of professional communication".

Research hypothesis: the process of training a specialist at a university for the additional qualification "translator in the field of professional communication" will be effective if:

Pedagogical conditions have been developed to ensure that the professional training of a “translator in the field of professional communication” meets the requirements of the information society;

The structure and content of the information technology competence of the "translator in the field of professional communication" are determined;

The software and methodological support for the formation of the information technology competence of the future translator in the process of his training at the university has been developed.

In accordance with the purpose, object, subject and hypothesis of the study, the following tasks were set:

1. Based on the analysis of scientific, pedagogical, psychological and translation literature: a) determine the structure of competencies of a “translator in the field of professional communication”; b) determine the place of information technology competence in it; c) identify approaches to its formation.

2. To develop and test a set of pedagogical conditions for the formation of the information technology competence of a “translator in the field of professional communication” in the process of mastering additional qualifications at a university.

3. Develop didactic support for the course of computer translation software, including the course program, thematic and calendar plans, as well as select information and computer resources and tools that are adequate to the goals set.

4. Conduct an experimental test of the effectiveness of the developed conditions for the formation of information technology competence of future translators.

The methodological basis of the study is a systematic approach that reflects the universal connection and interdependence of phenomena and allows us to explore the essence of all components of the pedagogical system of education; competence-based approach, which implies the formation of competence as an integrative ability to mobilize knowledge, skills, abilities and personal qualities organized into a system, depending on the goal, context, situation, role and function performed; culturological approach as a specific scientific methodology of cognition and transformation of pedagogical reality, which is implemented in pedagogical practice as a principle of cultural conformity, a personal-activity approach as a specific methodological principle, which is aimed at forming specialists who not only have a high level of intellectual development, but are also capable of active professional activity, which is a condition for the development of personality.

The theoretical basis of the study are:

Theoretical provisions of the system-functional, integrative, qualification approaches to designing the content of professional training and developing a model of a modern specialist (A.A. Kirsanov, N.V. Kuzmina, A.K. Markova, V.E. Rodionov, E.E. Smirnova , V. M. Sokolov, G. V. Sukhodolsky, H. J1. Uvarova);

Theory of competence-based approach (I.A. Zimnyaya, E.D. Bozhovich,

A.N. Dorofeev, A.K. Markova, V.M. Monakhov, A.I. Nizhnikov, V.A. Slastenin, E.N. Solovieva, Yu.G. Tatur, Yu.V. Frolov, A.V. Khutorskoy, J. Raven, N. Chomsky);

Theory of activity (A.A. Verbitsky, JI.C. Vygotsky, P.Ya. Galperin, N.V. Kuzmina, A.N. Leontiev, S.L. Rubinshtein, N.F. Talyzina);

Theoretical provisions on information technologies in education and its informatization (B.S. Gershunsky, I.A. Vasilenko, I.G. Zakharova, O.G. Levina, E.S. Polat, V.A. Tranev, I.V. . Tranev);

Scientific provisions on the readiness of a future specialist for professional activity (B.G. Ananiev, E.A. Klimov, L.A. Kandybovich,

B.A. Slastenin);

Provisions of the theory of teacher's readiness to use information technologies (N.A. Oganesyants, I.G. Zakharova, G.A. Kruchinina);

The theory of translation competence (M. Ballard, R. Bell, W. Vilss, D. Guadec, J. Delisle, D. Cairali, W. Kautz, W. Koller, S. Campbell, A. Neubert, K. Nord, P. Newmark, A. Pym, M. Presas, R. Tinsley, G. Turi, B. Harris, A. Hurtado, L. Hewson, G. Shreve, V. N. Komissarov, E. R. Porshneva, E. G. Ten);

Theoretical provisions on the information technology competence of a translator (D. Kayraly, B. Mossop, K. Nord, P. Newmark, M. Presas, Z. G. Proshina, D. Robinson, M. Sofer, R. Tinsley);

Theoretical provisions on teaching the information technology competence of an interpreter and its composition (F. Ausmühl, JI. Bauker, M. Baker, K. Gerding-Sales, J. Godfrey, D. Guadek, J. Zampolli, E. Juste, O. Krachiunescu , R. Criss, G. Laszlo, A. Pym, S. Stringer-O "Kiff, C. Shei, P.S. Brook, A.JI. Semenov, Yu.V. Thiessen, A.P. Chuzhakin);

History of translation, translation activities and teaching translation (I.S. Alekseeva, N.K. Garbovsky, V.N. Komissarov, A.N. Panasiev, O.V. Petrova, E.R. Porshneva, V.V. Sdobnikov , O. E. Semenets, S. V. Tyulenev, A. V. Fedorov);

Theory and practice of translation (JI.C. Barkhudarov, M.P. Brandes, Yu.N. Vannikov, V.S. Vinogradov, V.T. Kovalchuk, V.N. Komissarov, L.K. Latyshev, I. Levy, A. Lilova, I. I. Revzin, Ya. I. Retsker, V. Yu. Rosenzveig,

A.V. Fedorov, A.D. Schweitzer);

Fundamentals of teaching translation (I.S. Alekseeva, R.K. Minyar-Beloruchev,

B.N. Komissarov, L.K. Latyshev, A.F. Shiryaev, V.I. Provotvorov).

Research methods. To solve the set tasks and verify the initial provisions, a set of complementary research methods was used, including: theoretical analysis of scientific literature on the research problem, study and analysis of pedagogical experience, pedagogical experiment, during which questionnaires, testing, observation, polling and the method of expert assessments were used; qualitative and quantitative analysis of experimental results.

The conceptual and terminological apparatus of the study includes such concepts as “additional qualification”, “translator in the field of professional communication”, “professional translation activity”, “professional competence of a translator”, “information and technological competence of a translator” as leading ones.

Additional qualification "translator in the field of professional communication" - a qualification assigned to graduates who have graduated from universities in the specialties of higher professional education and who have completed the state requirements for the minimum content and level of professional training of a graduate during the training period for obtaining an additional qualification "translator in the field of professional communication" » (State requirements).

Interpreter in the field of professional communication - a translator whose activities are aimed at the implementation of intercultural communication in the field of the main professional activity (State requirements).

Professional translation activity is a special speech-thinking activity, which is a polyfunctional type of interlingual and intercultural communication and consists in comprehending and transmitting the content of a text created in the language of one culture by reformulating it in the language of another culture in written or oral form, for the informational accuracy of which the translator bears full responsibility (E.R. Porshneva).

The professional competence of a translator is an integral set of bilingual, cultural-cognitive, professional-subject, proper translation and information technology competencies, which is a complex set of knowledge, skills, psychological properties and personality traits (abilities), potentially necessary for the implementation of professional translation activities (working definition).

The information technology competence of a translator is an integral part of the professional competence of a translator, which is a set of knowledge, skills, abilities and ability to use information resources and technologies, software and network tools to carry out professional translation activities using a computer, the formation of which is a prerequisite for the development of professional translator's competence, contributes to further self-improvement in professional translation activity (working definition).

The scientific novelty of the study lies in the fact that it:

The content of the information technology component of the system for the formation of the professional competence of a translator has been developed;

The conditions for the formation of the information technology competence of the future specialist in the additional qualification "translator in the field of professional communication" are disclosed;

The development of a complex integrative discipline "Computer support for translation" for specialists in the additional qualification "translator in the field of professional communication" is substantiated.

The theoretical significance of the study lies in the fact that it:

Theoretical substantiation of the specifics of the competence of a "translator in the field of professional communication" is given;

Theoretically substantiates the need to identify and determine the content of competence in the field of information technology use in the competency model of a modern specialist and its reflection in the standards of higher professional education of the new generation;

The information and technological component of the translator's professional competence is concretized and specified, which can be used in the development of new generation higher professional education standards for translation specialties.

The practical significance of the study lies in the fact that:

The content of the training of the future specialist in the additional qualification "translator in the field of professional communication" in the field of using information technologies in their professional activities is determined;

The program documentation and teaching materials of the course "Computer support for translation" have been developed, which can be used in the training of future specialists in the additional qualification "translator in the field of professional communication", in the training of future specialists in the specialty "Translation and translation studies" (qualification "translator. Linguist”), as well as in the system of professional development of translators.

Experimental-experimental base of research. Experimental work was carried out on the basis of the Volga-Vyatka Academy of Public Administration (VVAGS) and Nizhny Novgorod State University. N.I. Lobachevsky (NNGU). The pedagogical experiment covered 238 students of the VVAGS of the Faculty of State and Municipal Administration, studying in the specialties "Jurisprudence", "Finance and Credit", "State and Municipal Administration" and additional qualification "translator in the field of professional communication", as well as 74 students of UNN.

The main stages of the study. The study was conducted over eight years from 1999 to 2006 and included three stages.

At the first stage (1999-2001) the theme of the dissertation research was formulated, its object and subject were defined; the analysis of scientific literature was carried out. Methodological, pedagogical, psychological, linguistic and other literature on the topic under study was studied. A hypothesis was formulated and research objectives were defined. Ascertaining studies were carried out as part of a pedagogical experiment, during which the following tasks were solved:

The level of information culture among university students was determined on the example of VVAGS students;

The indicators of the psychological readiness of students for the educational process based on the use of computer technologies in the study of the discipline "Computer support for translation" are analyzed;

The psychological, pedagogical, methodological features that arise when using a computer in the process of teaching translation are revealed;

It was found out how the use of computer technologies affects the process of formation of information technology competence of students;

The role of the teacher in the classes on "Computer support for translation" is determined.

At the second, teaching stage of the experiment (2002-2004), the accumulation of factual material continued, the features of the interaction between the teacher and students in the classes on "Computer translation support" were identified, including the difficulties of a psychological and didactic-methodological nature in such classes. . A program was developed for conducting experimental work aimed at identifying the effectiveness and optimization of the educational process of teaching electronic means of the translator's work.

Based on the systematization of the capabilities of information and computer tools and resources, a selection was made and a classification of tools and resources for translation purposes was developed, an analysis was made of their use for translation activities.

At this stage of the experiment, there were also observations of the work of groups and conversations with trainees in order to clarify their attitude to experimental learning and evaluate its effectiveness.

At the third stage (2004-2006), experimental work continued on the formation of the information technology competence of future translators, the place of the course “Computer support for translation in the system of training a “translator in the field of professional communication” was clarified. In parallel with the ongoing work, the change in the attitude of students to the use of information and computer technologies in the practice of translation, as well as changes in the nature and frequency of their use, was monitored. Held comparative analysis computer-assisted translations made by students before and after the course. The data obtained were processed and systematized, as a result of which final conclusions were formulated on the theoretical and practical parts of the study.

Testing and implementation of research results. The results of the study were discussed at the International Scientific and Methodological Conference "Pedagogical Management and Advanced Technologies in Education" (Penza, 2000), the International Scientific and Practical Conference "Quality of Life: Problems of Systemic Scientific Substantiation" (Lipetsk, 2000). ), International scientific and methodological conference "Modern technologies for training and retraining of managerial personnel for the state and municipal service" (Khabarovsk, 2000), All-Russian scientific correspondence conference "Education at the turn of the millennium" (Tver, 2000) , the All-Russian Conference "Foreign Language - XXI Century: Actual Problems of Methods of Teaching Foreign Languages ​​at the University" (Nizhny Novgorod, 2000), as well as at methodological seminars and meetings of the Department of Foreign Languages ​​of the VVAGS and the Department of English for the Humanities of the Nizhny Novgorod State University. N.I. Lobachevsky.

The reliability and validity of the research results and the conclusions drawn on their basis are provided by the initial methodological positions corresponding to the subject of the research, research methods adequate to the tasks, based on modern theoretical and practical developments in pedagogy, psychology, linguistics, informatics and translation studies.

The main provisions for defense:

1. The formation of the information technology competence of future translators in the field of professional communication is an integral part of their professional training for the additional qualification "translator in the field of professional communication". The design of the information technology competence of a translator is based on the ideas about the inalienability of the information technology component in the structure of a specialist's professional activity in the era of the information society and new technological working conditions. The formation of information technology competence contributes to the development of the general professional competence of trainees, thereby contributing to the holistic training of a specialist.

2. The integral set of professional competence of a “translator in the field of professional communication” includes, along with bilingual, cultural-cognitive, professional-subject and proper translation competences, information technology competence. This is due to the fact that this competence allows you to optimize and rationalize the process of the translator's work in information society.

3. The set of pedagogical conditions that ensure the formation of the information technology competence of the translator includes:

Theoretical substantiation of the role and place of this competence in the integral set of the professional competence of a translator, which, in turn, determines the structure and content of the formation of this competence;

Information and computer resources and tools that provide translation activities, a system of tasks aimed at their development;

Accounting for the motivational and psychological state of the student;

An interdisciplinary and integrative qualification of a teacher whose total professional competence includes pedagogical, psychological, bilingual, cultural-cognitive, professional-subject, translation and information-technological competences. The combination of these conditions ensures the growth of students' motivation to use information and computer technologies to ensure their educational and future professional translation activities.

4. Course "Computer support for translation" in common system training "translator in the field of professional communication" is an integrative interdisciplinary course that allows you to model the practical activities of an interpreter at the stage when he already has bilingual, cultural-cognitive, professional-subject and proper translation competencies, since it relies on previously formed skills and abilities related to these competencies and contributes to their further development.

5. The content of the course "Computer Support for Translation" covers the study of information resources and technologies, software and network tools suitable for the implementation of professional translation activities using a computer. This corresponds to the changed conditions of professional translation activities in the modern information society and ensures the competitiveness of the future "translator in the field of professional communication" in the modern market of translation services.

Conclusions on the third chapter

1. The studies carried out at the ascertaining stage of the experiment led to the conclusion that it is necessary to form the information technology competence of future “Translators in the field of professional communication”, because most students use computer tools in one way or another when preparing their translations, although they are not satisfied with the results of their use, regardless of the level of general information technology competence. The desire to use modern technologies in translation activities was in conflict with the ignorance of the means and resources that are suitable for use in translation activities, so the students spoke in favor of introducing a special course that would promote the use of a computer in the context of future professional activities.

2. The formation of the information technology competence of a translator is possible on the basis of the course "Computer Support for Translation", provided that an appropriate educational information and computer environment is created that simulates the use of a computer in translation activities, i.e. creation of a computer workplace for a translator.

3. The creation of a computer workplace for a translator requires an analysis of the resources and tools that translators use in their professional activities, their classification, and the selection of the most relevant in terms of solving the problems of future professional activity.

4. The translator's computer workplace consists of:

1) computer hardware ( system unit, providing work with sound, graphics and video, Internet access, reading and writing information on removable media, storing large amounts of data ( HDD); monitor for comfortable work; printer for fast and high-quality printing; a scanner for entering information into a computer; microphone for entering voice information; keyboard for long comfortable work; mouse or other convenient manipulator);

2) software (software), which, together with hardware, provide the translator with various opportunities and allow him to perform various types of operations necessary for him to complete tasks in the course of his professional activities (general-purpose programs (archivers, antiviruses, file managers, system recovery programs). after failures, programs for optimizing system operation); programs for recognizing (character, voice) information; programs for converting source and output text information; text element converters (transliterators, transnumerators, etc.); word processors and formatting tools; checking systems (spelling , grammar, style); linguistic translation utilities (concordances); machine translation systems; translation drives; programs for searching, organizing and statistical processing of information; programs for working with Internet resources; tools for recording and printing translations);

3) local electronic resources (dictionaries, reference books, text corpora, parallel texts);

4) Internet network resources (dictionaries, glossaries, reference books, encyclopedias; search, information conversion, machine translation, text verification tools, consultations with fellow translators and specialists, receipt and delivery of translation to the customer, professional periodicals, unions).

5. The skills and abilities necessary to work at a "typical" computer workplace of an interpreter, related to the implementation of the information technology competence of an interpreter, form the following groups:

Linguotechnological (thesaurus, spell checker, dictionaries, text corpora, parallel texts),

Communication and technological (e-mail, web browser),

Information retrieval (dictionaries, encyclopedias, search servers, library catalogs, text corpora, parallel texts, translation drives, terminological Database),

Information and management (management of translation storage, management of vocabulary and terminological databases, files),

Production and technological (character / voice information recognition systems, word processor, translation drive interface, keyboard utilities);

Technical and technological (hardware, means of maintaining the health of operating systems).

These groups of skills and abilities only regroup the functional spectrum of translation activity in a different way.

6. Professional translation as part of the document processing process requires the translator to be able to work effectively with electronic means throughout the entire technological chain, starting from the receipt of the original text (on paper, in in electronic format on diskette, CD/DVD or e-mail) until it is provided in the appropriate form to the customer. Therefore, the structure of the course "Computer Software for Translation" should be based on the technological principle, and the structure of the course "Computer Software for Translation" should reflect the technology of working with the text depending on the available tools and resources, as well as the specifics of the type and type of the ordered translation product. .

7. Intellectual activity in mastering information and computer technologies implies the presence of bilingual, cultural-cognitive, subject-specific and translation competencies, as well as the ability to show mental and cognitive activity, independence and self-organization in solving translation problems. The ability to solve professional translation problems in the situation of using information and computer technologies is based on complex interdisciplinary knowledge, skills and abilities that contribute to the formation of the professional thinking of the future translator and ensure his readiness for practical application information and computer means in their professional activities.

The formation of information technology competence becomes effective after future translators have accumulated a “critical mass” of knowledge, skills and abilities in the process of studying at a university. This allows them to rely widely on the experience gained in the course of mastering the block of practical language and translation disciplines.

The knowledge, skills and abilities acquired in the course of studying the course "Computer support for translation" can be widely used by students in further study of the discipline "Practical course of professionally oriented translation" and during translation practice.

8. The educational process should be focused on the development of the creative nature of thinking (creativity), responsibility, independence and cooperation in solving problems, because they acquire the status of professionally important qualities in the context of translation activities.

The most effective, from the point of view of cultivating flexible, self-developing systems of professional knowledge and abilities, are the methods of pedagogy of cooperation. Using them contributes to the formation of intellectual skills necessary for further independent and creative work in translation projects implemented by teams of several translators working on a large text array.

9. A teacher implementing the course "Computer-assisted translation" can act as a researcher, coordinator, consultant, facilitator, expert. His integral professional competence includes pedagogical, psychological, bilingual, cultural-cognitive, professional-subject, translation and information technology competences. This condition ensures the growth of students' motivation to use information and computer tools to ensure their educational and future professional activities.

10. Analysis of the results of an experimental study on the formation of the information technology competence of the future "Translator in the field of professional communication" based on the course "Computer support for translation" showed the feasibility of teaching the use of information and computer tools and resources in translation activities, because it contributed to the fact that students became easier to navigate in the choice of computer tools and resources; got a taste for using a computer; realized that the computer makes work easier, felt more confident in handling the computer; noticed an improvement in the quality of the translation.

All graduates who studied under the additional qualification "Translator in the field of professional communication" use computer translation software, and 96% consider that they do it successfully. All students consider information and computer resources an indispensable source of information, and 100% consider working with information and computer translation tools an integral part of translation activities.

Training within the framework of this course has a positive impact on the development of the general information technology competence of students.

CONCLUSION

1. The study showed that the translation activity, which arose in ancient times, throughout the history of its development, is highly adaptable to the socio-cultural conditions of the development of society. The changed socio-cultural situation in Russia at the end of the 20th - beginning of the 21st centuries. caused a wide diversification and specialization of translation work, as well as the need to train a large number of translators and new approaches to its organization, which contributed to the introduction of an additional qualification "translator in the field of professional communication", the training for which differs from the training of a "linguist translator".

2. It has been established that in the new technological conditions of the information society, the content of professional translation activity is changing, which is impossible without the use of information and computer tools and resources, and training for the additional qualification "translator in the field of professional communication" should contribute to the perception of the computer as a component of the future professional environment. translator's activities.

3. The lack of development of the theoretical foundations of the information technology component of the translator's training revealed in the course of the study necessitated the construction of a holistic model of the translator's professional competence, in which the place of a separate component, information technology competence, is determined. The research materials allow us to say that information technology competence, along with bilingual, cultural-cognitive, professional-subject and translation itself, is an integral part of the translator's professional competence. The information technology competence of a translator is a set of knowledge, skills, abilities and ability to use information resources and technologies, software and network tools to carry out professional translation activities using a computer.

4. In the course of pedagogical research, a special course "Computer Support for Translation" was developed and tested, aimed at developing the information technology competence of a future translator. An analysis of the information and computer tools and resources used in translation activities made it possible to select the thematic content and structure of the course "Computer support for translation", to determine its purpose, tasks, skills and abilities formed on its basis, which formed the basis of the developed program of the discipline, thematic and calendar plan .

5. On the basis of the developed model for the formation of the professional competence of a translator, the course "Computer support for translation" was integrated into the curriculum for the additional qualification "translator in the field of professional communication", according to which it is studied at the stage when students can rely on the entire spectrum, previously acquired competencies, and use information technology competencies in the course of further translation training.

6. The results of the pilot study on the formation of the information technology competence of the "future translator in the field of professional communication" based on the course "Computer support for translation" showed that this course served as a means of forming the information technology competence of future translators and the research hypothesis was confirmed.

7. The results of the experiment on the formation of the information technology competence of the "translator in the field of professional communication" prove the effectiveness of pedagogical conditions aimed at the formation of information technology competence, which, along with the development of a scientifically based model of the translator's competencies; identifying the specifics of the translator's competencies model in the field of professional communication in the information society; the development and implementation of a model for the formation of translator's competencies involves the creation of an integrated interdisciplinary course "Computer support for translation" in the training system for additional qualifications "Translator in the field of professional communication"; selection of its content; development of educational software for the course "Computer support for translation"; interdisciplinary and integrative qualification of a teacher, whose total professional competence includes pedagogical, psychological, bilingual, translation and information technology.

8. Generalizations made on the basis of experimental work allow us to conclude that the content of the translator’s training system needs to be supplemented and the formation of information technology competence should be carried out, which brings the translator’s training system in line with the goals, objectives, and content of professional education due to sociocultural changes. translation activity, interdisciplinary in nature and requiring knowledge of modern information and computer technologies.

9. The typology of information and computer tools and resources suitable for use in translation activities undertaken in the dissertation research can be the basis for organizing a computer workplace for a translator in educational institutions when organizing similar courses, and serve as the basis for further development of the problem.

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305. CURRICULUM SUPPLEMENT

306. Specialty 061000 "State and municipal administration" (for groups of in-depth study of a foreign language)

307. Name of discipline Distribution by semesters Total fund of time (hours) Including Distribution of hours of group lessons by courses and semesters

308. Examinations (sem.) Diff. credits (sem.) Abstracts and term papers Audit, fund of time from it Ind. zan. Myself. work 1st year 2nd year 3rd year 4th year 5th year

309. Lectures Lab. zan. Prakt. zan. Semin, classes 1 2 3 4 5 6 7 8 9 10

310. F.O.O. Electives (1564 h.)

311. Practical course of in-depth study of a foreign language 2.4 1.3.5 1564 782 782 782 136 136 136 136 136 102

312. Total for the training block Number of hours of training sessions 1564 782 782 782 136 136 136 136 136 102

313. Number of exams 2 1 1

314. Number of dif. credits 3 1 1 1

315. The number of classroom hours per week. 8 8 8 8 8

316. Name of discipline Distribution by semesters Community time fund (hours) Including Distribution by courses and semesters of hours of group lessons

317. Examinations (sem) Dnf. credits (sem.) Abstracts and term papers Audit, fund of time from it Ind. zan. Myself. work 1st year 2nd year 3rd year 4th year 5th year

318. Lectures Lab. zan Prakt. zan. Sem. lessons 1 2 3 4 5 6 7 8 9 10

319. ODOO General disciplines (748 y.)

320. Introduction to linguistics 5 68 34 16 18 34 34

321. Fundamentals of the theory of the language being studied 6 136 68 34 34 68 68

322. Practical foreign language course 8.9 6.7 476 238 238 238 34 68 68 68

323. The style of the Russian language and the culture of speech 5 68 34 18 16 34 34

324. SD.OO Special disciplines (752 hours)

325. Translation theory 7 68 34 18 16 34 34

326. Practical course of professionally oriented translation 8.9 6.7 476 238 238 238 34 68 68 68

327. Practice of written translation 6,7,8 100 (36 cgr) 100 12s. 12s. 12s.

328. Computer-assisted translation 8 108 51 51 6 51 51

329. Total by training blocks Number of hours of training sessions 1500 697 86 527 84 6 797 68 136 136 187 136

330. Number of exams 6 1 1 2 2

331. Number of dif. credits II 2 2 3 2 1

332. Number of classroom hours per week 4 8 8 11 8

333. Distribution of teaching hours by semesters 68 166 166 217 3161. CURRICULUM

334. Discipline: Computer support for translation Total hours according to the curriculum 108 Of which: classroom hours -51

335. Independent work -511. Individual lessons 6

336. Form of control: credit in the 8th semester1. The purpose and objectives of the discipline

337. Thematic content of practical classes Section 1. Computers and peripherals Composite elements of a computer and their use by a translator in his professional activities. Sanitary standards when working with computers. Ergonomic security.

338. Keyboard utilities. Utilities for extending clipboard capabilities.

339. Basic formats of text documents. Programs for converting formats of text documents.

340. Application of utilities-converters of text elements. Utilities for text transliteration, utilities for writing numbers in words, programs for converting numbers into different measurement systems.

341. Electronic corpus of texts. Parallel corpora of texts. Using Concordance Programs for Linguistic Translation Analysis of Text Corpus. Use of statistical and search utilities.

342. Section 7. Translation memory systems (translation drives) Possibilities of translation drives and the range of their application.

343. Software for effective work translator to the Internet (browsers, link catalogues, programs for downloading materials, email programs).

344. Independent work and consultations Independent work of a student includes preparation for practical classes and preparation for a test.

345. Consultations are held during the 8th semester as students apply.

346. VOLGA-VYATKA ACADEMY OF PUBLIC SERVICE Department of Foreign Languages ​​Thematic plan Additional qualification "Translator in the field of professional communication"

347. Discipline: Computer translation software

348. Topic General time fund Classroom time fund Lectures Practical exercises Seminars Individual, classes Independent work

349. Computers and peripheral devices 2 1 1 1

350. Working in the operating room Windows system 8 4 4 4

351. Word processors and spreadsheets 16 8 8 8

352. Programs for recognition of information and its conversion 12 6 6 6

353. Translator's electronic resources 20 10 10 10

354. Machine translation systems 16 8 8 8

355. Translation storage 20 10 10 10

356. Internet in the work of a translator 8 4 4 41. Total: 10 8 51 51 6 51