- The authors:
Marina G. Petrova
Grigory P. Petrov
- Issue: July 24-26th, 2019
- Pages: 330-337
- Section: PROBLEMS OF INTERCULTURAL COMMUNICATION AND TRANSLATION
- URL: http://conference-ifl.rudn.ru/330-337/
Abstract. This article is devoted to the consideration of key questions of the
methodology of foreign language teaching focused on the subsequent
inclusion of the translation/interpretation in a professional probe through the
multifunctional television studio to create educational television content.
Translation training is a professionally oriented component of general
language proficiency in a foreign language and is carried out based on
existing language and speech competences with their parallel development,
and its goal is to form general and specific competencies of this kind of
Speech competencies are formed within the framework of actual “live”
speech situations based on the identification of the functions of the
participants in the speech situation.
The content of translation training in a multifunctional television studio
includes transferability of learning, as well as the formation of translation
competencies. Competencies are the ultimate goal of the translation process,
as they contribute to the professional activities of the translator during the
creation of television content.
D. Kiraly believes that translation teaching should be based on practice, i.e.,
what professional translators do in real life. For nine years, the students of
the secondary school No. 24 of the Yakutsk city, (Russia) have been
immersing in communicative practice during professional trials, actively
participating in the TV program Jumanji Land. It is a linguistic, educational
program that consists of several TV spots: English for “dummies,” Life of
Interesting People (LIPs), It is interesting, Situations. The television
program is in the air twice a month through the regional television channel.
The purpose of the program is to provide students with a professional
orientation on the specifics of translation/interpretation and television
journalism, socialization by creating optimal opportunities for the individual
and collective implementation of creative ideas through the integration of
various types of specific activities.
Before appearing in the role of the interpreter on the TV screen, the student
needs to master five types of interpreter’s competencies: translating,
linguistic and textual, research, cultural, and technical.
During the classes in the conditions of the multifunctional TV studio, the
teacher systematically analyzes with the students the authentic
communication situations used in translation exercises before performing
them during the first months of the beginning of the education course.
Moreover, the teacher:
• gives students controversial, complicated, dual elements, eradicating
students’ ideas about translation as transcoding;
• explains to the students that it is not the words that need to be translated,
but the meaning;
• teaches to counter interference and calques and make the translation as
close as possible to the original, without violating the norms of the
• prepares students to read and analyze the original text very carefully, to
pay attention not to individual words, but the context;
• teaches the correct method of working with dictionaries, students
understand that the dictionary does not “translate” and does not always give
ready-made translation options;
• teaches to work with the context, acquire the necessary thematic
Besides the practice as the interpreter in the TV program Jumanji Land, the
students can check their abilities in translation the documentary films.
More than 800 students took part in the course of translation/interpretation
studies and mastered translating, linguistic and textual, research, cultural,
and technical competencies. At present 85 % of participants of
multifunctional TV studio work in the fields of Applied Linguistics, TV
journalism, International Relations and in foreign companies as
Teaching a foreign language through a multifunctional television studio
involves the training of translators/interpreters of a new type who are able to
work efficiently, quickly and effectively. Their distinctive features are
flexibility, ability to master new topics of texts, new areas of knowledge,
and new sources of information.
Keywords: Translation technology, interpretation, teaching methods,
professional competencies, multi-functional TV studio
Marina G. Petrova1, Grigory P. Petrov2
Peoples’ Friendship University of Russia (RUDN University),
Moscow, Russia, e-mail: email@example.com
ORCID ID: 0000-0002-9147-6199
Peoples’ Friendship University of Russia (RUDN University),
Moscow, Russia, e-mail: firstname.lastname@example.org
ORCID ID: 0000-0003-0405-1895
Alekseeva, I.S. 2006. Written translation. German language. St. Petersburg:
Sojuz Publ., 368 pp.
Bassnett, S. 2002. Translation Studies. London: Routledge, 176 pp.
Cormier, M. 1991. The concept of “freedom” in teaching translation.
Freedom of translation. Paris: Didier Publishing, pp. 83-93.
Delisle, J. 1998. The meta-language of translation education beyond
textbooks. Translation training and translation in training. University of
Ottawa Press, pp. 185-242.
Kiraly, D. 1995. Pathways to translation: Pedagogy and Process. Kent,
Ohio: Kent State University Press, 199 pp.
Simon, S. and Stoian, C.E., 2017. Developing Interpreting Skills in
Undergraduate Students. In: L. Gómez Chova, A. LópezMartínez and I.
Candel Torres (Eds.), ICERI2017 Proceedings, pp. 6180-6184.
Vermeer, H. J. 1998. Didactics of Translation. In: Baker, M. (ed.)
Encyclopedia of Translation Studies.London: Routledge, pp.60-63.
Komissarov, V. N. 1990. Theory of translation (linguistic aspects. Moscow:
High School, 253 pp.
Commissarov, V. N. 2002. Modern translation studies. Moscow: Publishing
house “ETS”, 424 p.
Latyshev, L. K. 2000. Translation technology: a training manual for the
training of translators. Moscow: NVITEZAURUS, 280 pp.
Tyulenev, S. V. 2004. Theory of translation. Moscow: Gardariki, 336 pp.
Shadrin, V. I. 2002. Ethics of translation. World of translation2 (8): 43-47.
Salmon, L. 2004. About the subconscious in the process of translation. In:
Proceedings of the 5th International science conference for translation
studies “Fyedorov’s readings”, St. Petersburg, Russia 23-25 October 2003,
St. Petersburg: St. Petersburg State University, Issue 5, pp. 302-319.