• The authors:
    Natalia F. Mikheeva
  • Issue: July 24-26th, 2019
  • Pages: 313-321
  • URL:
  • DOI:

Abstract. The purpose of this study is to promote the efficient training of translators in Russian universities. Undoubtedly, it will accelerate the integration of Russia into a single global educational space. The direct observation and analytical description, method of projects (including the organization of international projects), methods of pedagogical influence, way of pedagogical experiment were used as research methods. We experimented with two groups of Ph.D. students (Russian and foreign post-graduate students had been studying together). At the same time, the
communication with each other and with the teacher was more successful
when the linguistic material containing elements of intercultural communication was separately ‘presented’ to them. Each foreign Ph.D. student had an assistant, the Russian post-graduate student. He had been assisting his/her foreign colleague to overcome difficulties in understanding, behaving, and avoiding the state of cultural shock. As a result, our foreign friends came into intercultural communication very quickly and effectively and got used to the Russian way of life and thinking. Besides, it has happened due to their participation in various international projects (including via the Internet), when all the participants in the experiment found many friends abroad. They specifically discussed with them emerging situations of misunderstanding’ and conflicts that they successfully coped with them.
Translation activity is becoming increasingly considerable and social significance in the modern world. The profession of the translator has become widespread. Russia has established specialized educational institutions that train professional translators. Representatives of many other jobs are also engaged in translations in one form or another. The wide range of the public is interested in translation issues. A new scientific discipline “The Modern Translation Studies” has appeared based on numerous studies. Participation in international studies and organizations of international projects, including via the Internet, are new and promising areas of teaching and research activities in national education. They create the basis for the DOI: 10.22363/09669-2019-313-321
integration of the educational system of Russia into a single global
educational space.
At the heart of any project lies a problem requiring specific language tools on the part of students for its development and solution. It has a certain practical and theoretical cognitive significance. In our opinion, the requirements for the use of the project methodology in teaching foreign languages and translation at the university are:
1) Existence of a personally significant problem in the research, creative plan (a task requiring integrated knowledge, search for its solution):
organization of travel to different countries; family problems; the problem
of free time among young people; the issue of relations between generations, etc.);
2) Practical, the theoretical significance of the expected results (for
example, a joint project for simultaneous translation of an official event; an almanac with live commentary, etc.);
3) Independent (individual, pair, group) activity of students in the classroom and outside;
4) Structuring the content of the project (with the indication of the phased
results and distribution of roles);
5) The use of research methods involving a certain sequence of actions;
discussion of the ways of forming the final results (presentations, defense,
creative reports, views, etc.); summing up, presentation of the results, their presentation; conclusions, the promotion of new research problems. The creation of a dialogue of cultures in the process of students’ foreign
language speech activity is extremely important.
It seems to us that the active involvement of intercultural communication
issues in modern translation studies will not only expand the possibilities for a more detailed description of their problems in translation theory and
practice but will also allow them, over time, to take a rightful place in the
theory of intercultural communication.
Keywords: translation activity; professional translator; modern translation studies

Natalia F. Mikheeva
Peoples’ Friendship University of Russia (RUDN University)
Moscow, Russia, e-mail:
ORCID ID: 0000-0002-0764-2271

Barkhudarov, L.S. 1975. Language and translation. Questions of General and Special Theory of Translation. International relations, Moscow, 240 pp.
Khairullin, V.I. 1995. Linguo-cultural and cognitive aspects of translation: author’s thesis, Ph.D. in Philology: 10.02.20, Moscow, 46 pp.
Khairullin, V.I. 2010. Translation and frames. URSS publishing, Moscow, 144 pp.
Khaleeva, I.I. 1989. Fundamentals of the theory of learning to understand foreign language speech (training translators). Vysshaya shkola, Moscow, 238 pp.
Khaleeva, I.I. 1996. Narrative text as a form of national socio-cultural consciousness (in the preparation of translators and teachers of a foreign language). Actual problems of teaching translation and foreign languages in a linguistic university 423: 72-83.
Komissarov, V.N. Theory of translation (linguistic aspects). 1990. Vysshaja shkola, Moscow, 253 pp.
Kommissarov, V.N. 1997. Theoretical basis of translation teaching methods.
REMA, Moscow, 110 pp.
Kommissarov, V.N. 2002. Modern translation studies: textbook. ETS, Moscow, 422 pp.
Lvovskaya, Z.D. 1985. Theoretical problems of translation (on the material
of Spanish). Vysshaya shkola, Moscow, 232 pp.
Lvovskaya, Z.D. 2018. Modern problems of translation. URSS publishing, Moscow, 224 pp.
Retsker, Ya.I. 1974. Translation theory and translation practice. Essays on linguistic translation theory. International relations publishing, Moscow, 216 pp.
Schweitzer, A.D. 1988. Theory of Translation: Status, Problems, Aspects. –
Nauka, Moscow, 216 pp.
Sorokin, Yu.A. 2003. Lacunas in Language and Speech. BSPU publishing, Blagoveshchensk, 257 pp.