Internet technologies in technical translation course content. Coursework: Features of written translation. Information resources in the activities of a translator. List of references for final 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 towards the formation of the world community into integrity. The transition of modern society to the information era of its development, the widest areas of application of computers, the creation of a global computer information network, the Internet, contributes to the unification of the knowledge and intelligence of people around the world without dividing them by state, economic, social and religious boundaries. Translation activity is an objective necessity, serves both the interests of states and peoples in the comprehensive expansion of cooperation and exchange of professional, scientific, cultural and spiritual values, and meets the needs of the individual.

Large-scale intercultural dialogue, the means of which is intercultural communication, unthinkable without translation, has contributed to the wide diversification and professional-subject specialization of translation activities in recent times, which has influenced the system of training translators, which is now carried out not only in accordance with the State educational standard of higher education education in 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 additional qualifications "translator in the field of professional communication".

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

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

A significant number of problems related to professional training, including the professional training of translators, have been developed in domestic pedagogy: training specialists for professional activities and increasing the effectiveness of education in higher education (Yu.K. Babansky, A.A. Verbitsky, E.F. Zeer, I.Ya. Lerner, V.A. improving the language training of specialists as a general pedagogical problem (I.L. Bim, N.I. Gez, I.A. Zimnyaya, A.A. Leontyev, 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.S. Lednev, E.I. Mashbits, I.V. Robert); psychological and pedagogical aspects of information technology training of specialists (V.A. Sadykova); training of double qualified specialists (N.Sh. Valeeva, A.M. Kochnev); various conditions for ensuring professional training of civil servants (L.A. Vasilenko, Yu.N. Karpova, N.L. Uvarova); professional training of translators at the theoretical, methodological and linguistic 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.

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. Porshneva, Z.G. Proshina, K.V. Shaposhnikov) and foreign scientists (M. Ballar, R. Bell, V. Wilss, 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 and technological 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. Bowker, M. Baker, K .Gerding-Sales, J. Godfrey, D. Guadek, J. Zampolli,

3. Yuste, A. Pim, G. Lasclo, O. Craciunescu, R. Criss, S. Stringer-O'Keeffe,

4. Necks). Domestic researchers considered the conditions for ensuring effective preparation of students for the use of information technologies in the future professional activities of an economist (A.L. Denisov, Zh.V. Inozemtsev, E.A. Kovalev), a lawyer (V.P. Shumilin), a military man (O. A. Kozlov), teacher (V.V. Aleynikov, N.N. Dikanskaya, G.A. Kruchinina, E.I. Kuznetsov, M.P. Lapchik, L.D. Maltsev).

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

Between development informational nature modern society and its technological effectiveness 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 a translator, 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 the design of 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 during the educational process at a university?

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

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

Subject of research: the formation of information and technological 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 a “translator in the field of professional communication” have been determined;

Software and methodological support for the formation of information technology competence of a future translator during his training at a 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 information and technological competence of a “translator in the field of professional communication” in the process of acquiring additional qualifications at a university.

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

4. Conduct a pilot 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, reflecting the universal connection and interdependence of phenomena and allowing us to explore the essence of all components of the pedagogical education system; a competency-based approach, which involves the formation of competence as an integrative ability to mobilize knowledge, abilities, skills and personal qualities organized in a system, depending on the goal, context, situation, role and function performed; cultural approach as a specific scientific methodology for cognition and transformation of pedagogical reality, implemented in pedagogical practice as the principle of cultural conformity, personal-activity approach as a specific methodological principle, which is aimed at the formation of specialists who have not only a high level of intellectual development, but also capable of active professional activity, which is a condition for personal development.

The theoretical basis of the study is:

Theoretical provisions of 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.

The theory of the competence approach (I.A. Zimnyaya, E.D. Bozhovich,

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

Activity theory (A.A. Verbitsky, J.I.C. Vygotsky, P.Ya. Galperin, N.V. Kuzmina, A.N. Leontyev, S.L. Rubinshtein, N.F. Talyzina);

Theoretical provisions about 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 activities (B.G. Ananyev, E.A. Klimov, L.A. Kandybovich,

B.A. Slastenin);

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

Theory of translation competence (M. Ballard, R. Bell, V. Wilss, D. Guadek, J. Delisle, D. Kairali, U. 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. Ten);

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

Theoretical provisions on training information technology competence of a translator and its composition (F. Ausmühl, JI. Bowker, M. Baker, K. Gerding-Sales, J. Godfrey, D. Guadek, G. Zampolli, E. Yuste, O. Craciunescu , R. Criss, G. Laszlo, A. Pim, S. Stringer-O'Keeffe, C. Shei, P.S. Brook, A.JI. Semenov, Y.V. Thiessen, A.P. Chuzhakin);

History of translation, translation activities and translation training (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.

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, Y.I. Retsker, V.Yu.

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. Provovorov).

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

The leading conceptual and terminological apparatus of the research includes such concepts as “additional qualifications”, “translator in the field of professional communication”, “professional translation activities”, “professional competence of a translator”, “information and technological competence of a translator”.

Additional qualification “translator in the field of professional communication” - a qualification awarded to graduates who have graduated from universities with specialties of higher professional education and who, during their studies in the main specialty, have completed the State requirements for the minimum content and level of professional training of a graduate to obtain the additional qualification “translator in the field of professional communication” » (State requirements).

A translator in the field of professional communication is a translator whose activities are aimed at implementing intercultural communication in the field of his main professional activity (State requirements).

Professional translation activity is a special speech-thinking activity, which is a multifunctional 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 information 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, actual translation and information technology competencies, which is a complex set of knowledge, abilities, skills, psychological properties and personality traits (abilities) potentially necessary for the implementation of professional translation activities (working definition).

Information technology competence of a translator is an integral component of a translator’s professional competence, which is a set of knowledge, abilities, skills and ability to use information resources and technologies, software and network tools for carrying 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 activities (working definition).

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

The content of the information and technological component of the system for developing the professional competence of a translator has been developed;

The conditions for the formation of information and technological competence of a future specialist with additional qualification “translator in the field of professional communication” are revealed;

The development of a complex integrative discipline “Computer support of translation” for specialists with additional qualification “translator in the field of professional communication” is justified.

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

A theoretical justification is given for the specific competence of a “translator in the field of professional communication”;

The theoretical justification is given to the need to highlight and define the content of competence in the field of using information technology in the model of competence of a modern specialist and its reflection in the standards of higher professional education of the new generation;

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

The practical significance of the study is that:

The content of the training of a future specialist with additional qualification “translator in the field of professional communication” in the field of using information technologies in his professional activities has been determined;

Program documentation and educational materials for the course “Computer Support for Translation” have been developed, which can be used in training future specialists with the additional qualification “translator in the field of professional communication”, in training future specialists in the specialty “Translation and Translation Studies” (qualification “translator. Linguist"), as well as in the system of advanced training for translators.

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

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 topic of the dissertation research was formulated, its object and subject were determined; scientific literature was analyzed. 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 within the framework of a pedagogical experiment, during which the following tasks were solved:

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

The indicators of 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;

Psychological, pedagogical, and methodological features that arise when using a computer in the process of teaching translation have been identified;

It was found out how the use of computer technologies influences the process of developing information and technological competence of students;

The role of the teacher in classes on “Computer support for translation” has been defined.

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

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

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

At the third stage (2004-2006), experimental work continued on developing the information and technological competence of future translators, and the place of the course “Computer Support for Translation” in the system of training “translators in the field of professional communication” was clarified. In parallel with the work being carried out, changes in students' attitudes towards the use of information and computer technologies in translation practice, as well as changes in the nature and frequency of their use, were monitored. A comparative analysis of translations using computer technology made by students before and after studying the course was carried out. 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 Progressive Technologies in Education” (Penza, 2000), the International Scientific and Practical Conference “Quality of Life: Problems of Systematic Scientific Justification” (Lipetsk, 2000). ), International scientific and methodological conference “Modern technologies for training and retraining of management personnel for state and municipal services” (Khabarovsk, 2000), All-Russian scientific correspondence conference “Education at the turn of the millennium” (Tver, 2000) , All-Russian conference “Foreign language - XXI century: current problems of methods of teaching foreign languages ​​at universities” (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 Humanities of the Nizhny Novgorod State University named after N.I. Lobachevsky.

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

Main provisions submitted for defense:

1. The formation of information and technological competence of future translators in the field of professional communication is an integral component of their professional training for the additional qualification “translator in the field of professional communication”. The design of a translator’s information technology competence is based on the idea of ​​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 students, 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 translation competences, information and technological competence. This is due to the fact that this competence allows you to optimize and rationalize the process of a translator’s work in information society.

3. The set of pedagogical conditions ensuring the formation of information and technological competence of a translator includes:

Theoretical substantiation of the role and place of this competence in the integral set of 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 support translation activities, a system of tasks aimed at their development;

Taking into account the motivational and psychological state of the student;

Interdisciplinary and integrative qualifications of a teacher, whose total professional competence includes pedagogical, psychological, bilinguistic, cultural-cognitive, professional-subject, translation and information technology competencies. The combination of these conditions ensures increased motivation of students to use information and computer technologies to support their educational and future professional translation activities.

4. Course “Computer support for translation” in common system training of a “translator in the field of professional communication” is an integrative interdisciplinary course that allows you to simulate the practical activities of a translator at the stage when he already has bilingual, cultural-cognitive, professional-subject and 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 carrying out professional translation activities using a computer. This corresponds to the changed conditions of professional translation activity in the modern information society and ensures the competitiveness of the future “translator in the field of professional communication” in the modern translation services market.

Conclusions on the third chapter

1. The research carried out at the ascertaining stage of the experiment led to the conclusion about the need to develop the information and technological 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 ignorance of the tools and resources that are suitable for use in translation activities, so students spoke in favor of introducing a special course that would promote the use of computers in the context of future professional activities.

2. The formation of information and technological competence of a translator is possible on the basis of the course “Computer Support for Translation”, subject to the creation of an appropriate educational information and computer environment that models the use of a computer in translation activities, i.e. creation of a computer workstation for a translator.

3. Creating a computer workstation for a translator requires an analysis of the resources and tools that translators use in their professional activities, their classification, and selection of the most relevant ones from the point of view of solving the problems of future professional activity.

4. The translator’s computer workstation consists of:

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

2) software(software), which, together with hardware, provide the translator with various capabilities and allow him to perform various types of operations necessary for him to perform tasks in the course of his professional activities (general purpose programs (archivers, antiviruses, file managers, system recovery programs after failures, system optimization programs); recognition programs (character, voice) information; programs for converting source and output text information; converters of text elements (transliterators, transnumerators, etc.); word processors and formatters; checking systems (spelling, grammar, style); linguistic translation utilities (concordances); machine translation systems; translation storage; programs for searching, organizing and statistically processing information; programs for working with Internet resources; means of recording and printing translation);

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

4) Internet network resources (dictionaries, glossaries, reference books, encyclopedias; searching, converting information, machine translation, text checking tools, consultations with fellow translators and specialists, receiving and delivering translations to the customer, professional periodicals, unions).

5. The skills and abilities necessary to work at a “typical” computer workstation of a translator, related to the implementation of the information technology competence of a translator, form the following groups:

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

Communication technology (email, web browser),

Information retrieval (dictionaries, encyclopedias, search servers, library catalogues, text corpora, parallel texts, translation storage, terminology Database),

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

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

Technical and technological (hardware, means of maintaining operability 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 an integral part of the document processing process requires that the translator can work effectively with the help of electronic means throughout the entire technological chain, starting from receiving the original text (on paper, in in electronic format on a floppy disk, CD/DVD or by e-mail) before providing it in the appropriate form to the customer. Therefore, the structure of the course “Computer Support for Translation” should be based on a technological principle, and the structure of the course “Computer Support for Translation” should reflect the technology of working with 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 presupposes the presence of bilingual, cultural-cognitive, subject-specific and translation competencies, as well as the ability to demonstrate mental and cognitive activity, independence and self-organization when 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 development of the professional thinking of the future translator and ensure his readiness for practical application information and computer tools 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 during their studies at a university. This allows them to widely rely on the experience acquired during the development of a block of practical language and translation disciplines.

Students have the opportunity to widely use the knowledge, skills and abilities acquired during the course of studying the course “Computer support of translation” 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 creative 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 methods from the point of view of nurturing flexible, self-developing systems of professional knowledge and abilities are the methods of cooperation pedagogy. Their use 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 Computer Supported Translation course can act as a researcher, coordinator, consultant, facilitator, or expert. His integral professional competence includes pedagogical, psychological, bilingual, cultural-cognitive, professional-subject, translation and information technology competence. This condition ensures increased motivation of students to use information and computer tools to support their educational and future professional activities.

10. Analysis of the results of an experimental study on the formation of information and technological competence of the future “Translator in the field of professional communication” based on the course “Computer Support for Translation” showed the feasibility of training in the use of information and computer tools and resources in translation activities, because it contributed to making it easier for students to navigate 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 translation quality.

All graduates who received the additional qualification “Translator in the Field of Professional Communication” use computer translation software, and 96% believe that they do this successfully. All students consider information and computer resources to be an indispensable source of information, and 100% consider working with information and computer translation tools to be 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 translation activity, which arose in ancient times, throughout the history of its development has been highly adaptable to the sociocultural conditions of the development of society. The changed sociocultural 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 the 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 activities is changing, which is impossible without the use of information and computer tools and resources, and training for additional qualifications “translator in the field of professional communication” should contribute to the perception of the computer as a component of the future professional environment activities of a translator.

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

4. During the pedagogical research, a special course “Computer Support for Translation” was developed and tested, aimed at developing the information technology competence of the future translator. The analysis of 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”, determine its purpose, tasks, skills and abilities formed on its basis, which formed the basis for the developed discipline program, thematic and calendar plan .

5. Based on the developed model for the formation of professional competence of a translator, the course “Computer Support of 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 competence during further translation training.

6. The results of an experimental study on the formation of information and technological competence of a “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 developing the information and technological competence of future translators and the research hypothesis was confirmed.

7. The results of the experiment on the formation of information technology competence of a “translator in the field of professional communication” prove the effectiveness of pedagogical conditions aimed at developing information technology competence, which, along with the development of a scientifically based model of translator competencies; identifying the specifics of the translator's competency model in the field of professional communication in the information society; the development and implementation of a model for developing translator competencies involves the creation of an integrated interdisciplinary course “Computer support of 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 qualifications 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 training system needs to be supplemented and the formation of information technology competence must be carried out, which brings the translator training system into line with the goals, objectives, and content of professional work determined by sociocultural changes. translation activities, 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 represent the basis for organizing a translator’s computer workstation in educational institutions when organizing similar courses, and serve as the basis for further development of the problem.

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305. ADDITION TO THE CURRICULUM

306. Specialty 061000 “State and municipal management” (for groups of in-depth study of a foreign language)

307. Name of the discipline Distribution by semester Total time fund (hours) Including Distribution of hours of group classes by course and semester

308. Exams (sem.) Diff. tests (sem.) Abstracts and coursework Audit, time fund from it Ind. zan. Myself. work 1st course 2nd course 3rd course 4th course 5th course

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

310. F.O.OO Electives (1564 hours)

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 1564 782 782 782 136 136 136 136 136 102

313. Number of exams 2 1 1

314. Number of differentials. tests 3 1 1 1

315. Number of classroom hours per week. 8 8 8 8 8 61. CURRICULUM for additional qualification “TRANSPRETER IN THE FIELD OF PROFESSIONAL COMMUNICATION”

316. Name of the discipline Distribution by semester Community time fund (hours) Including Distribution by course and semester hours of group classes

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

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

319. ODOO General disciplines (748 units)

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

321. Fundamentals of the theory of the target language 6 136 68 34 34 68 68

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

323. Stylistics of the Russian language and 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. Written translation workshop 6,7,8 100 (36 cgr) 100 12s. 12s. 12s.

328. Computer support for translation 8 108 51 51 6 51 51

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

330. Number of exams 6 1 1 2 2

331. Number of diff. tests II 2 2 3 2 1

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

333. Distribution of teaching hours by semester 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: test in the 8th semester1. Purpose and objectives of the discipline

337. Thematic content of practical classes Section 1. Computers and peripherals Components 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 expanding the capabilities of the clipboard.

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

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

341. Electronic text corpora. Parallel text corpora. Using concordance programs for linguistic translation analysis of a text corpus. Using statistical and search utilities.

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

343. Software for efficient work Internet translator (browsers, link catalogers, programs for downloading materials, email programs).

344. Independent work and consultations The student’s independent work includes preparation for practical classes and preparation for tests.

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

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

347. Discipline: Computer support for translation

348. Topic General time fund Classroom time fund Lectures Practical classes 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 information recognition and conversion 12 6 6 6

353. Electronic resources of the translator 20 10 10 10

354. Machine translation systems 16 8 8 8

355. Translation drives 20 10 10 10

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