Organization of language training at a leading technical university in the context of globalization (from the experience of the elite technical education program of the National Research Tomsk Polytechnic University). Training of translators at the language university Uchas

Electronic literary text(workshop on foreign language and digital culture)
Electronic literature in educational and research contexts (based on the resource Inanimate Alice)
Geography of work with the Inanimate Alice resource in the world - research, training, exhibitions, awards (Google map)

The competition is held in three languages - English, German and Russian (foreign, non-native) in three thematic areas:
engineering,
economic,
humanitarian.

The number of foreign languages and directions for one participant is not limited.
Registration for the competition ( receiving a login and password to access dictations) will open on April 23 at 8:00 (Moscow time) and closed on May 15 at 8:00 (Moscow time).
When registering, participants will be required to provide a personal email address and the contact email address of the school or foreign language teacher.
The results of the competition will be published on the website until May 20 (inclusive).

Integrated subject-language education at a university( , RMC)

Development of online courses in foreign languages in a specialized software system eLang( , RMC)

Regional resource and methodological center
professionally oriented teaching of foreign languages (RMTs) IDL

The center was created in 2018 under the development program of the flagship Novosibirsk State Technical University (action 3.1.1.5).
Areas of work of the center:
development of a specialized software system for teaching foreign languages eLang (together with the laboratory of multimedia teaching aids IDL)
methodological support for development academic disciplines in foreign languages
coordination/support of foreign language projects under activity 3.1.1.5
consulting teachers on methods for developing electronic educational materials in foreign languages and their integration into the educational process

advanced training of teachers on the methodology of integrated subject-language teaching and development of electronic educational materials in foreign languages (on the basis of the FSTU NSTU)
Contact information
Regional RMC (IDO)
Director - Marina Anatolyevna Bovtenko
I building, room. 516
Email: [email protected]

Introduction

Chapter I. Theoretical foundations translator training at a language university

1.1. Translation as an activity. Definition of translation

1.2. General principles for organizing translation training

Conclusions on Chapter I

Chapter II. Formation of a component of translation competence

2.1. Professional competence of a translator

2.2. Sets of tasks when training a translator

2.3. Exercises in the process of learning to translate

Conclusions on Chapter II

Conclusion

Bibliography

Introduction

The need to train a large number of professional translators arose relatively recently, although translation is a very ancient form human activity. Without translators, communication between multilingual tribes and nationalities, the existence of states and empires inhabited by numerous and multilingual peoples, the establishment of the culture of dominant nations with great social prestige, and the spread of religious and social teachings would be impossible.

Translation activities in modern world is acquiring ever larger proportions and greater social significance. The profession of translators has become widespread, and in many countries special educational institutions have been created to train professional translators. In these educational institutions, the ability to professionally carry out translation activities is the ultimate goal of training. In order to translate well, it is necessary to know the laws of translation, determined by its complex and contradictory nature, and to clearly understand the requirements that society places on translation and the translator.

L.K. made a great contribution to the development of the science of translation studies. Latyshev. His works were used when completing course work. The manual “Structure and Content of Translator Training at a Language University,” created in collaboration with V.I. Provotorov, aims to develop students’ basic and special components of translation competence and contains a system of tasks aimed at developing skills in translation activities. Together with A.L. Semenov created the manual “Translation: Theory, Practice and Teaching Methods”, which discusses issues of translation practice and methods of teaching it. The textbook by V.N. was also used. Komissarov “Modern Translation Studies”, which can help translators correctly assess the quality of their work, understand emerging problems, and competently navigate the peculiarities of their profession.

The purpose of the course work is to consider the structure and content of translator training at a language university.

· Study literature on the topic;

· Give basic definitions;

· Consider the principles of organizing training for translators;

· Study the basic competencies of a translator;

· Determine the tasks when training translators;

· Consider a number of exercises used in teaching translation.

Chapter I . Theoretical foundations of training translators at a language university

1.1. Translation as an activity. Definition of translation

Translation is one of the types of human activity. Activity is a psychological concept that denotes “specific processes that carry out this or that life, i.e. active, the subject’s attitude to reality.” The activity has a complex structure. It consists of actions and operations. It is characterized by the presence of factors (determinants) that control it, such as need, motive, goals, and the conditions in which it occurs.

Any activity arises from a need. A need directed towards a specific object is called a motive. The subject of activity (need) can be either real or ideal.

Through his activities, the translator satisfies not a personal, but a social need, and at the same time he is guided not by a personal motive, but by a motive prescribed to him by society. The goal of translation activity is “the production of speech utterances according to a specific social order.”

Translation satisfies the constantly emerging need for communication between people who do not speak a common language, or, in other words, people separated by a linguistic-ethnic barrier.

The question of the social purpose of translation is closely related to the question of its definition. The vast majority of definitions agree that translation is the process of transforming text in one language into text in another language while maintaining relatively unchanged content.

A number of definitions of translation, along with reference to the accuracy of the presentation of the original content, include an indication of the functional and stylistic adequacy of the translated text, its correspondence to the original in terms of style and form. The position of Ya.I. is widely known. Retzker that “a translation must convey not only what is expressed in the original, but also the way it is expressed in it.” However, this possibility (matching the form of the translation and the original) is quite limited.

The definition of translation can be built on a list of its relative characteristics, if this list is sufficiently complete.

The vulnerability of many definitions of translation and requirements for it can be seen in the fact that they are put forward either a priori - as a matter of course, or on a purely empirical basis - as a result of the authors’ practical acquaintance with the translation business. This approach to solving the problem does not allow us to move beyond definitions, which are a list of translation properties.

The author of the work will proceed from the following definition: “Translation” in the meaning of a product of human activity - a text in oral or written form. “Translation” in the sense of the activity of a translator is the process of creating this product. The translator needs to have an adequate understanding of translation in both forms.”

1.2. General principles for organizing translation training

The translation is very complex look speech-thinking activity, which presupposes the presence of specific knowledge and skills and is carried out largely intuitively. As a result of acquiring such knowledge and skills (through training or through long-term practice), an intuitive ability to properly solve translation problems develops. Naturally, the success of creation and the achieved level of such ability largely depend on the individual data of the student. It is possible that the most outstanding results in translation activities can only be achieved by those individuals who have an innate predisposition (talent) for this particular type of activity. There are also cases where particularly gifted translators, without special training or special efforts, demonstrated high translation skills from the very beginning. However, experience shows that translation is not the preserve of only a few especially gifted people and that most students can achieve the required professional level in this field of activity. Of course, the success of training largely depends on the organization of the educational process, curriculum and teaching methods.

So, translation must be taught as a special academic discipline, and mastering the ability to translate is not (exclusively) the prerogative of especially gifted people. This position is now generally recognized, and in all educational institutions that train translators, students are offered classes in the theory and practice of translation. The methodology for teaching translation is based on the belief that a person has the ability to translate genetically, as well as the ability to master languages, although each individual person has this ability to an unequal extent, it can be developed and brought to a professional level.

Translation training is not only of purely practical importance - it is the creation of the necessary translation competence in students. It also performs important general linguistic and general educational functions. Translation classes encourage students to pay attention to the subtlest nuances of semantics and connotative aspects of language units, reveal the uniqueness of the systemic organization and functioning of languages, the features of the “picture of the world” created by each language, the general and special in the culture and thinking of representatives of different language groups. The creation of translation competence contributes to the comprehensive development of the personality of future translators: it develops in them attentiveness and a sense of responsibility, the ability to use reference books and additional sources of information, make choices, quickly make the right decisions, detect and compare numerous linguistic and extralinguistic data. The professional training of a translator presupposes high culture, broad encyclopedic erudition, communication skills, tact, constant updating of knowledge, and a variety of interests. All these qualities are manifested in two languages and two cultures.

However, the main objective of a translation course is not to impart to students a certain body of knowledge, but to train them into highly qualified specialists capable of translating at a professional level. Therefore, a significant part of the course is devoted to the development of professional translation skills, mastery of elements of translation strategy and technique, and accumulation of experience in translating texts of varying degrees of complexity.

The organization and methods of teaching translation are determined by the adoption of a number of initial postulates:

· Translation is considered as a complex and multifaceted type of mental activity that can pursue different goals, be carried out in different conditions, in different ways and under the influence of many factors.

· Like any activity, translation requires for its implementation certain knowledge, skills (conscious performance of certain actions) and skills (semi-automatic and automatic performance of certain actions), which must be created in the learning process.

· Translation activities can be carried out by the translator consciously (as a result of analysis and well-founded conclusions) or intuitively. The ratio of conscious and intuitive varies among different translators and when translating different texts and under different conditions. The ability to carry out conscious and intuitive translation actions (translation competence) can be developed in the process of training and practical work.

· Implementation of translation competence occurs with the participation of all linguistic personality translator It assumes that he has comprehensive cognitive and linguistic knowledge, broad general cultural erudition, the necessary psychological qualities and literary abilities. All these qualities should be developed and encouraged when teaching translation.

· The task of teaching translation is not to master some norms, rules or recipes that the translator could automatically apply in all cases, but to master the principles, methods and techniques of translation and the ability to select and apply them differently in specific conditions, to different texts and for different purposes. Particular tasks solved by a translator during the translation process can be standard, allowing the use of a known technique or method of solution, and individual, requiring a new solution based on the general principles of the translation strategy and taking into account the specifics of the context and situation. The search for a solution also includes conclusions about the possibility of using a known technique or method of deciding on the need to modify it or abandon the typical one in favor of a unique, occasional one.

· The object of translation activity is the information contained in source text. The content of the text (message) is a semantically and formally complete whole, the individual parts of which are interconnected, but not equally significant for communication. The relationship between the whole and its parts is highlighted in different ways during the translation process: depending on the type of translation and its purpose. It is possible to reproduce individual elements of the text more accurately and completely in translation if they turn out to be more or less important. In this sense, the whole may (or may not) be relatively more significant than its parts.

· The linguistic units that make up the text are not themselves the object of translation. However, through them the content of the text is formed, and the presence of certain linguistic means in the text has semantic significance and can determine the nature of translation tasks and create special difficulties for translation. In this sense, there is a problem of conveying the meaning of linguistic units during translation as part of the global content of the text.

· This ratio also determines the nature of the educational materials used in teaching translation. First of all, these are texts of different types, which make it possible to bring educational translation closer to the working conditions of a professional translator. At the same time, for educational purposes, both individual parts of the text and individual statements are used, which make it possible to highlight typical translation difficulties and tasks in the minimum necessary context.

· In the process of teaching translation, one should study not the methods of translating the educational material used (text, statements, words), but the methods of solving typical translation problems and the strategy for finding individual creative solutions. In this sense, learning to translate presupposes the ability to identify typical translation tasks in educational material and formulate general principles and specific methods for solving them. In different types of translation, both general principles and techniques can be applied, as well as specific methods for each type.

· The nature of interlingual communication predetermines the fundamental multiplicity of translation options for the same segments of the original. In this regard, during the learning process, students are not tasked with creating the only correct (or optimal) translation of the intended text. However, the learning process includes critical assessment educational translations and rejection of unacceptable options.

Let us first try to briefly characterize the knowledge and skills that constitute the main content of training. It should be borne in mind that there is a close connection between them and many skills can only be created on the basis of relevant knowledge. During the training, the future translator should receive mainly the following knowledge:

· gain an understanding of the main stages of the history of translation and the features of translation activity in the modern world;

· gain an understanding of the concept of translatability, the non-identity of the content of the original and the translation, the principle of ensuring minimal losses;

· gain an understanding of the concepts of interlingual communication, equivalence and adequacy of translation;

· gain an understanding of the pragmatic aspects of translation and the main methods of pragmatic adaptation of translation;

· gain an understanding of the classification of translations and various types of translation strategies;

· study the basic translation models and translation transformations and ways of using them in analyzing the translation process and its results;

· study the main types of translation correspondences and methods of translating non-equivalent language units;

· gain an understanding of the basic principles of translating connected text;

· gain an understanding of the grammatical and stylistic aspects of translation.

All this knowledge is communicated to students both at special lectures and seminars, and during practical classes. At the same time, it is very important that students clearly see the connection between the knowledge they acquire and translation practice, and its necessity for solving specific translation problems.

A professional translator needs to have an idea of the socio-historical role of translation and the main stages in the development of translation activity. He should know about the enormous contribution of translators to the formation of the national language, literature and culture of peoples, about the role of translation in international contacts in the field of diplomacy, politics, trade, science and technology. All this knowledge allows future translators to understand the complexity and importance of their profession, and become familiar with the material and organizational aspects of a translator’s work.

The idea of the essence of translation activity is based on the understanding of translation as one of the main methods of language mediation, providing the possibility of communication between people speaking different languages. Future translators study the main components of interlingual communication and the factors influencing its implementation, become familiar with various types of language mediation and highlight translation as a way of creating text in the target language, intended to be a full functional replacement of the original text. Students become familiar with the basic requirements that a translation must satisfy in order to successfully fulfill its communicative function: the requirement of equivalence, that is, a necessary and sufficient degree of closeness to the original, and the requirement of adequacy, that is, the ability to fulfill the pragmatic task for which the translation was carried out, to produce desired communication effect.

Chapter Conclusions I

Translation is one of the types of human activity. Through his activities, a translator satisfies a social need.

Translation is the process of converting text in one language into text in another language while keeping the content relatively unchanged.

Translation must be taught as a special academic discipline, and mastering the ability to translate is not the prerogative of especially gifted people. This position is now generally recognized, and in all educational institutions that train translators, students are offered classes in the theory and practice of translation. The methodology for teaching translation is based on the belief that a person has the ability to translate genetically, as well as the ability to master languages.

Chapter II . Formation of a component of translation competence

2.1. Professional competence of a translator

In the process of creating professional translation competence, a unique linguistic personality is formed, which has a number of differences from a non-translation personality. These differences are revealed in all main aspects of speech communication: linguistic, text-forming, communicative, personal and professional-technical.

The organization of translator training is largely determined by the fact that the translator has to perform very diverse types of activities that provide different forms of interlingual communication. Teaching different types of translation requires special methodological techniques. A professional translator may specialize in one or more types of translation.

The linguistic competence of a translator includes all aspects of language proficiency characteristic of any native speaker, but also implies a number of specific features. Just like any participant in linguistic communication, the translator stores in his memory knowledge about the system, norm and usage of the language, its vocabulary and grammatical structure, the rules for using language units to construct speech utterances, the predominant use of certain sets of language units in various spheres of communication, about territorial, social and professional differences in the use of such units, about the influence on the choice and nature of the use of linguistic units of the communication environment and the relationships of the participants in communication, their role functions. All this knowledge and the corresponding psychophysiological abilities and speech-cognitive mechanisms are necessary for understanding the original text and creating a translation text.

At the same time, the specificity of the translator’s speech activity imposes additional requirements on his linguistic competence, which are determined not only by the fact that the translator must have sufficient linguistic competence in the field of not one, but two languages. For a translator, the scope and goals of communication, the choice and method of using linguistic means are largely determined by the original and do not depend on his own desire. Therefore, the translator must have comprehensive linguistic competence, both receptive and productive, in both languages involved in the translation process. Of course, the linguistic competence of each translator has its limits, but the wider these limits, the higher his overall professional competence.

The successful exchange of speech works in the process of communication presupposes that communicants have text-forming competence, the ability to create texts of various types in accordance with the rules and stereotypes accepted in a given language community. The professional competence of a translator includes knowledge of the relationship between such rules in two languages and the ability to construct texts of different types. The text-forming competence of the translator also includes knowledge of the differences in the general strategy of text construction in two languages, both in relation to the nature of semantic connectivity - the coherence of the text (for example, the large role of implicitness in English text compared to Russian), and in ways of ensuring formal coherence - cohesion (for example, the wider use of logical connectives in Russian text compared to English).

An important place in the professional competence of a translator is occupied by his communicative competence. A billing translator has communicative competence in two languages, without which proficiency in these languages is impossible. At the same time, the professional competence of a translator involves not just the ability to interpret the meaning of statements and texts. The communicative competence of a translator includes the ability to project the inferential capabilities of translation receptors onto statements in the original text. The translator is constantly forced to decide whether the reproduction of the linguistic content of the original utterance in translation can serve as a sufficient basis for a correct conclusion about the global meaning, taking into account differences in background knowledge and in the communication environment of the translation receptors. If necessary, the translator adjusts the relationship between the linguistic content and the inferred meaning by introducing the missing background information into the statement itself or reporting it in notes and footnotes. Thus, unlike ordinary communicators, the communicative competence of a translator is comparative and dynamic in nature.

The professional competence of a translator necessarily includes some personal characteristics, without which he will not be able to successfully perform his professional functions. Translation is a complex type of mental activity, the implementation of which requires a special mental organization, its great plasticity and flexibility, the ability to quickly switch attention, move from one language to another, from one culture to another, from one communicative situation to another. The translator is required to be able to concentrate, mobilize the resources of his memory, and all his intellectual and emotional potential.

Particular attention should be paid to the moral and ethical component of a translator’s professional competence. He bears full responsibility for the quality of his work, for moral and material damage that may result from his dishonesty. Translation activity, like no other, is completely based on the trust of translation receptors in the results of the translator’s work. A translator can justify this trust only through great composure, efficiency and the exclusion of any elements of a frivolous, careless attitude to the matter.

The formation of a translator’s professional competence presupposes the development of a special type of personality that corresponds to the moral and ethical characteristics of this profession.

And finally, the professional competence of a translator includes technical competence - specific knowledge, skills and abilities necessary to perform this type of activity. Translation knowledge provides an understanding of the essence and tasks of translation activity, familiarity with the basic principles of translation theory, variants of translation strategy and technical techniques of translation. The translator's strategy covers three groups of general principles for carrying out the translation process: some initial postulates, the choice of a general direction of action that will guide the translator when making specific decisions, and the choice of the nature and sequence of actions in the translation process. The initial postulates of the translation strategy are largely determined by the intermediary role of the translator and the secondary nature of his work. The activity of a translator only makes sense when it meets the expectations of participants in interlingual communication. Therefore, the basis of the translator’s general strategy is the desire to understand the text being translated as fully as possible and to find the most accurate match for it in the target language.

A decisive role in the professional technique of a translator is played by the possession of special skills. Not all skills that ensure a successful translation process can be identified and described. Some of them are complex and difficult to analyze. Among the translation skills, the most important are the following:

1. The ability to perform parallel actions in two languages, switch from one language to another. This skill partially arises spontaneously with the development of bilingualism, but it must be brought to a professional level, which is achieved by studying translation correspondences and translation techniques, and most importantly - through constant bilingual actions - translations of both entire texts and their fragments.

2. The ability to understand the text in translation. Although at the first stage of the translation process the translator acts as a Receptor of the original, his understanding of the text differs from the usual in depth and finality. Ordinary Receptors are often content with a very rough understanding of the text. Having encountered, for example, a message that a certain person is a “bright personality” or that he made a “bright speech,” a Russian person may not think about the exact meaning of the word “bright.” It is clear to him that it conveys a very positive assessment and does not need to be specified. However, when translating into English, the translator will have to make a final choice between possible interpretations, since he must decide which one English words(brilliant, impressive, graphic, moving, extraordinary) can be used as a match. The translator's understanding of the original text is to a certain extent determined by the characteristics of the target language. So, when analyzing the value English verb In the past tense, the translator will be forced to look for additional information in the original that will allow him to make a choice between the perfect and imperfect forms in the translation. (Compare, for example: When in Paris, I went to the Opera).

3. Performing parallel actions in two languages during the translation process presupposes the ability to move in statements in each language from surface structure to deep structure and back. If it is impossible to use a similar surface structure in the target language, the translator looks for the deep structure of the utterance in the source language, trying to answer the question: what does this phrase essentially mean? What did the author want to say? The translator then solves the following problem: in what ways can this deeper meaning be expressed in the target language? This is also associated with the ability to build synonymous surface structures and synonymous words in the target language and make a choice between them.

4. Of particular importance for a translator is a special skill that can be described as the ability to “move away without moving away.” If it is impossible to apply direct correspondence, the translator is forced to deviate from the original, but at the same time he strives to remain as close as possible to the original meaning. This strategy of “least losses” is achieved, first of all, by varying the linguistic form, as well as by using the closest synonyms.

5. Translation competence includes the ability to select and correctly use translation techniques and overcome difficulties associated with lexical, phraseological, grammatical and stylistic features source language. This skill is based on the description of these techniques and difficulties of translation, obtained within the framework of the corresponding particular theory of translation.

6. Basic translation skills come together in the ability to analyze the original text, identify standard and non-standard translation problems and choose methods for solving them that are most appropriate for each specific act of translation. Related to this is the ability to edit one’s own and other people’s translations, detect and eliminate semantic and stylistic errors, criticize and evaluate proposed options with evidence.

Translation skills themselves are implemented on the basis of the entire complex of speech skills that make up proficiency in the languages involved in the translation process. Some skills can be turned into semi-automatic or automatic skills and used intuitively by translators. All components of a translator’s professional competence are developed in the process of learning to translate or during practical translation activities.

The concept of translation competence is of great theoretical and practical interest. It needs further research to clarify its constituent factors and the ways of its formation and development.

2.2. Sets of tasks when training a translator

An effective way for a translator is to gain knowledge of the relevant subject area (to the extent necessary for his work) with the simultaneous acquisition of terminology - immediately or sequentially in two languages. This is the first set of tasks when preparing a translator.

The second set of tasks is practical training in translation using knowledge and terminology from the relevant subject area.

1. Knowledge of the subject area and assimilation of terminology

Let us list the most well-known methods for solving problems of this complex.

Lexical and translation complex of classes

Typically, classes begin with reading a text in a foreign language, which, as a rule, relates to a limited and more or less integral part of the subject area being studied. The text (4500 -5000 printed characters) is accompanied by a list of foreign language terms with translation into Russian. Individual terms, if necessary, can be provided with detailed commentary. This kind of explanation is usually made in cases where a foreign language concept is little known in the culture of the target language or when there is no precise terminological designation for it in the target language.

The text is translated in class (usually from sight) or at home. In the latter case, homework is checked in class.

This is followed by a series of tasks (exercises) to consolidate the new terminology. For example:

Find in the text the answers to the following questions (the questions are written in such a way that new terms appear in the answers);

Instead of gaps in the statements, insert words and phrases that are suitable in meaning (again, this means new terms and terminological cliches that are given in a small list or must be found in the text);

Translate the conversation (questions in Russian - answers in foreign).

Introduction to the subject (in class)

Classes begin with reading a special text in Russian and discussing it, structured in such a way that the basic concepts of the subject area are used as often as possible. Most often, the discussion is structured in the form of answers to questions with the inevitable use of appropriate terminology.

This can be followed by exercises designed to consciously master the corresponding system of concepts:

Questions to the text read;

The task is to write out the most important concepts of a given subject area from the text;

Draw up a diagram reflecting the hierarchy of these concepts (if it is clearly expressed);

For a drawing or diagram where the component elements are marked with numbers, select the corresponding terms for the numbers.

Then a foreign language text on the same topic is studied. It is desirable that in terms of content it largely coincides with the text in Russian, but does not match the way the translation coincides with the original.

After this, tasks are carried out, partially similar to those carried out after working through the text in Russian.

Tasks for independent study of the subject of the statement

Students may be given the task: to independently prepare for the translation of a special text, a number of speeches in special topic or to work as a translator on a special topic within the framework of a scientific conference, negotiations, etc. This is exactly how professional translators independently prepare for translation on a special topic.

The most correct thing would be for students to prepare using real reference literature. Taking into account all the known difficulties, instead of reference literature, you can use those created for a special translation course teaching aids on an introduction to one or another special field.

According to international standards governing the professional activities of translators, approximately two weeks before the start of the event at which they will work, translators must be provided with materials (abstracts of reports) so that they can enter into a special topic. However, very often this is not observed, and translators have to, as they say, “play from sight.” Therefore, it is advisable for translators to be able to prepare for work both with and without the materials of speeches, using reference literature.

As a minimal introduction to the subject, the written translation a special text that sufficiently fully presents the topics with which the translator will work in the future. This way of getting to know the subject of the statement is the simplest and most “economical”.

2. Development of direct specialized translation skills

Special translation is implemented in the following forms:

Written translation of scientific and technical texts, business correspondence, contracts, charters, feasibility studies, projects, decisions of arbitration courts, examination reports;

Simultaneous, visual-oral, paragraph-phrase or sequential (with recordings) translation of speeches at scientific, scientific-practical and practical conferences, as well as lectures;

Bilateral translation of negotiations, business and scientific discussions,

For many translators, authentic translation from sight (without prior reading or preparation) can be much more difficult than translation by ear. It should also be borne in mind that many speakers often deviate from what is written. Therefore, when translating from sight, you must always be prepared to translate by ear.

No matter how carefully a translator prepares for his work, no one can exclude the possibility that he will not encounter this or that concept unknown to him, this or that term for which he does not know the translation correspondence. In these cases, the translator has to “extricate himself.” This requires the following skills:

The ability to convey concepts in translation not using terms, but using descriptive translation;

The ability to immediately form, if not terms, then names for concepts, the essence of which would be clear to the audience.

If the translator does not resort to these techniques too often, then the audience perceives them with understanding, because they know that the language intermediary cannot compete with specialists.

2.3. Exercises in the process of learning to translate

Exercise is the main way to develop the necessary skills. Translation skills can also be developed in the process of translating a coherent text. However, the translation of any text is always associated with solving a number of translation problems, and in practice it is very difficult to find a text in which some translation problem predominated or at least occurred quite often. A specially selected exercise makes it possible to focus students’ attention on ways to solve a specific translation problem. Working with exercises makes up a significant part of the translation training course. In the process of this work, ways to overcome translation difficulties are studied, translation techniques are developed, translation skills are developed, and a basis is created for improving translation skills.

Based on the nature of the speech actions performed, exercises are divided into pre-translation and actual translation. Pre-translation exercises are aimed at creating conditions for the successful implementation of the translation process, creating the necessary communicative attitude, checking students’ language and background knowledge, and showing them how experienced, highly qualified translators solve typical translation problems. The main exercises of this type are the comparison of parallel texts in the source language and the target language in order to identify their differences, comparison of published translations with their originals and critical analysis of the methods and techniques used by the translator, answering questions to the text that check the depth of understanding and the presence of the necessary background knowledge, discussion of the concepts underlying the content of the text, and related terms and concepts, various exercises to improve proficiency in the target language (compiling synonymous series and differentiating the meanings of synonyms, stylistic assessment of the proposed options, paraphrasing statements, speeches on a given topic, etc.).

The actual translation exercises are divided into:

· linguistic, developing the ability to solve translation problems related to the peculiarities of the semantics of units and structures of the source language and the target language;

· operating rooms, practicing the ability to use various ways and translation techniques;

· communicative, creating the ability to successfully perform the necessary actions at different stages of the translation process. In accordance with the type of exercise, the task for its implementation is formulated. In language exercises, the task specifies a linguistic unit or structure, the meaning of which must be especially taken into account during translation. Here, the student’s task may include translating isolated language units, conveying the meanings of these units and structures as part of statements, translating statements containing certain units and structures. In operational exercises, the task is to use the specified technique when translating or independently choose a suitable technique and justify the choice and method of its application. Communicative exercises include tasks to determine the contextual meanings of language units, interpret the meaning of a statement, select correspondences and translation options, and comprehensively solve translation problems when translating statements and text segments of varying difficulty. In other words, such exercises develop the ability to carry out individual stages of the translation process as a whole.

Each exercise is intended to solve a specific problem, which is formulated in the task in accordance with its type. However, in many cases, completing a task requires solving, in addition to the main one, a number of side tasks. The teacher must first decide which additional problems he will discuss with students as they work through the exercise.

As a rule, the exercise includes 15-20 sentences containing a certain translation difficulty. These sentences are selected from different texts, since, as already indicated, it is difficult to select a coherent text in which the desired problem is presented in sufficient quantity. The material for such exercises are texts that are devoid of individual authorial features in the use of linguistic means. The need to use statements taken out of context creates difficulties for their understanding and translation. These difficulties can be overcome in three ways. Firstly, the teacher strives to select self-sufficient sentences, the interpretation of which does not require a broader context. If necessary, a slight modification of individual sentences is possible, clarifying their content, but not violating their naturalness. Secondly, the teacher should always be ready to provide students with additional information that eliminates ambiguity. Thirdly, one way to work with the exercises could be to discuss options for understanding and translation that will be correct in various linguistic and situational contexts in which a given statement may be placed.

Chapter Conclusions II

The linguistic competence of a translator includes all aspects of language proficiency characteristic of any native speaker, but also implies a number of specific features. The successful exchange of speech works in the process of communication presupposes that communicants have text-forming competence, the ability to create texts of various types in accordance with the rules and stereotypes accepted in a given language community. The communicative competence of a translator includes the ability to project the inferential capabilities of translation receptors onto statements in the original text. The professional competence of a translator necessarily includes some personal characteristics, without which he will not be able to successfully perform his professional functions. The professional competence of a translator includes technical competence - specific knowledge, skills and abilities necessary to perform this type of activity.

For a translator, it is effective to gain knowledge of the relevant subject area while simultaneously mastering the terminology - immediately or sequentially in two languages. This is the first set of tasks when preparing a translator. The second set of tasks is practical training in translation using knowledge and terminology from the relevant subject area.

The tasks of the first complex are solved with the help of a lexical-translation complex of classes, an introduction to the subject (in class), and assignments for independent study of the subject of the statement. The tasks of the second complex are solved by mastering the following skills: the ability to convey concepts in translation not using terms, but using descriptive translation; the ability to immediately form, if not terms, then such names for concepts, the essence of which would be clear.

The content of the translation course includes both the communication of the necessary professional knowledge and the development of translation skills. At the same time, translation skills constitute the ultimate goal of the translation course, because they provide practical professional activity for the translator. Translation skills are developed through the use of specially selected educational materials. Such materials include translation exercises and educational texts.

Exercises are divided into pre-translation and translation exercises. Pre-translation exercises are aimed at creating conditions for the successful implementation of the translation process, creating the necessary communicative attitude, checking students’ language and background knowledge, and showing them how experienced, highly qualified translators solve typical translation problems. Translation exercises themselves are divided into: linguistic, operational and communicative.

Conclusion

It has now become obvious that translation activities have undergone a number of quantitative and qualitative changes, which have created a need for a large number of highly qualified translators, which, in turn, requires improving the quality of their professional training. Today, when the science of translation has made a noticeable step forward, it is no longer possible to teach in the old fashioned way, appealing only to students’ linguistic intuition when justifying translation decisions. When analyzing and evaluating translations, more weighty, scientifically based arguments are needed. The ability to find such arguments presupposes the presence of a certain “theoretical vision” of translation.

Completing the work, we can come to the conclusion that it is necessary to equip the teacher and student with the latest knowledge in the field of translation theory, the place of translation in social practice, the problems of its theory and practice, and create the necessary basis for effective practical mastery of translation. The most important condition for the successful training of future translators is the improvement of the educational process and the development of teaching methods.

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Annotation. The Elite Technical Education (ETE) program, implemented at Tomsk Polytechnic University (TPU) since 2004, highlights language training as one of the priority areas for training world-class technical specialists. The article discusses a model of language training in a technical university, including following components: language training disciplines, language and specialized schools, events with the participation of foreign professors, extracurricular activities.
Keywords: international activities, foreign language communicative competence, internationalization of education, elite technical education, language and specialized schools.

INTRODUCTION

In the context of globalization of the economy and business, expanding opportunities for improving professional competencies, the internationalization of modern education plays an important role. According to the rector of MGIMO, academician of the Russian Academy of Sciences A.V. Torkunov “...within the framework of global development, without losing, of course, our national traditions, we must feel part of the international educational space. It is not to formulate lofty slogans, but very specific tasks that must be set for the university, depending on the starting point at which this or that university or this or that region in terms of education is located.”

According to , one of these specific tasks for a university on the path to a world-class university is to involve the university in international activities to achieve the following results:

entry of the university into world rankings;
ensuring international recognition scientific results and university developments;
immersion in a modern technological environment;
obtaining the latest knowledge in the field scientific research;
increasing adaptability to other cultures and conditions;
expansion of horizons, emergence of new scientific and life goals, formation of a global vision;
participation in international teams and projects;
increasing the number of publications in a foreign language;
increasing the number of students participating in academic mobility programs.

EXPERIMENTAL PROCEDURE

Model of language training in a technical university

Internationalization of a university is impossible without the first step, namely ensuring that staff and students have a high level of foreign language proficiency. The inextricable unity of the demand for a future specialist and a foreign language determines the priority task of a higher educational institution in the field of teaching a foreign language. Improving the language skills of future specialists is important for the further creation of a competitive personnel potential designed to solve complex information problems and extract professional knowledge through a foreign language. This will allow students to freely communicate with representatives of the profession from other countries and further integrate their developments and achievements into the international scientific community, as well as popularize domestic science at the global level.

Teaching a foreign language at a non-linguistic university has its own characteristics, requiring the development of basic curricula and additional language practices. The language training program must take into account the targets designated as learning outcomes of educational programs in the areas of training.

In the process of training an elite technical specialist of an international level, basic foreign language skills become insufficient. Along with them, it is necessary to pay special attention to professional communication in a foreign language, namely:

negotiation skills in the specialty;
extracting and processing information from specialized literature;
mastery of written technical communication skills, etc.

The ability and readiness to conduct professional activities, including in a foreign language, determines whether a university graduate has foreign language communicative competence. The importance of social and humanitarian competencies, the category of which includes foreign language communicative competence, is reflected in the quality criteria engineering education, formulated by international councils and organizations that carry out accreditation of educational programs engineering universities and certification of the level of training of their graduates. The most authoritative organizations of this kind include ABET, FEANI, ASIIN, ENAEE, CEAB and the Association of Engineering Education of Russia.

The Elite Technical Training Program (ETP) has been implemented at Tomsk Polytechnic University since 2004. The purpose of IT is to train specialists of the new generation with deep fundamental knowledge, developed personal qualities, teamwork and project work capable of comprehensive research, design, innovation and entrepreneurial activities.

The trend of internationalization of education poses serious challenges for the university to carry out international activities, namely: participation of students and staff in academic mobility programs, professional development abroad (internships and advanced training); participation in research projects financed by international funds and programs; presentation of scientific research results at the international level; inviting foreign professors to give lectures, conduct seminars, etc. Effective implementation of these events is possible only with a high level of foreign language proficiency of students and employees - foreign language communicative competence.

Foreign language communicative competence is one of key competencies elite training programs at TPU, along with deep fundamental and engineering knowledge, teamwork skills, project activities, professional and personal communication, ethics and responsibility.

To develop foreign language communicative competence for students studying in the elite technical education system of TPU, the following model was developed, presented in Fig. 1.

Let us consider in more detail the components of the proposed and developed model.

DISCUSSION OF RESULTS

Language training disciplines THIS

Language training discipline " Foreign language for academic mobility (ETO)" has been implemented in the IT system since 2012. The discipline program aims to provide the student with such skills, abilities and competencies that will allow him to study as part of an academic exchange abroad, carry out scientific research, and be in the trend of modern world scientific directions in the field of engineering and technology, communicate in a foreign language.

The transition from standard language training programs implemented as part of the main educational programs is due, on the one hand, to the need to meet new requirements for the university in connection with acquiring the status of a Leading Research University, and on the other hand, to the task of developing student interaction skills in the context of global communications . High-level knowledge of a foreign language is also a priority for a future engineering leader.

Rice. 1. Model of language training for an elite technical specialist

Program stages

The program of the discipline “Foreign language for academic mobility” consists of three modules: “General English” (3-4 semesters), “Business English” (5-6 semesters) and “Professional English” (7-8 semesters), and is designed for three years (2-4 courses). Distribution of hours by semester in curriculum presented in Table. 1.

At the beginning of the 3rd semester, students undergo an entrance test to be distributed into groups of levels corresponding to the European Framework of Reference for Languages. Based on the test results, students are trained in the “General English” module; it includes a mandatory grammar block, as well as communicative situations that are as close as possible to the communication situations that a student may encounter while studying abroad. We are talking about both everyday communication situations (airport, store, restaurant) and educational situations (in the classroom, at a lecture, in a laboratory, in a library, etc.).

No.

Name of discipline

Control form

Loans

Scope of work

Classroom lessons

Distribution by courses and semesters

1 course

2nd year

3rd year

4th year

5th year

Total

1st semester 16 weeks

2nd semester 16 weeks

3 sem. 16 weeks

4 sem. 16 weeks

5 sem. 16 weeks

6th semester 16 weeks

7th semester 16 weeks

8 sem. 10 weeks

9 sem. 16 weeks

10 sem. 16 weeks

Hours per week

ADDITIONAL DISCIPLINES TO THE BASIC CURRICULUM, INCL. DISCIPLINES BY CHOICE

Foreign language for academic mobility (ETO)

Table 1. The discipline “Foreign language for academic mobility” in the 2012 ETO admission curriculum.

The “Business English” module aims to prepare the student for foreign language communication with potential project partners, conduct business negotiations and take part in them, carry out written communication (writing business letters, reports), and presenting presentations.

As part of the “Professional English” module, students learn the language professional communication according to your specialty. A professional foreign language is considered not only as a subject and object of learning, but also as a teaching tool - a tool for obtaining additional specialized knowledge in the professional field.

Constant updating of knowledge in the specialty is relevant for all areas of training: new developments and discoveries, scientific research results are published mainly in English (in a foreign language). In order to be in the trend of modern scientific trends, it is necessary to speak a foreign language at a level sufficient to understand and analyze them.

A special feature of the program is the use of modern interactive teaching methods: case-study, podcasts, project method, Internet resources, gaming technologies, communication with native speakers, etc.

Participation in academic mobility programs

Currently, opportunities for academic mobility of students to study in foreign universities have increased significantly compared to the situation 10 years ago. European universities and foundations offer students academic exchange programs, Double Degree programs, summer and winter international schools by destination, study tours; internships, participation in scientific events in Russia and abroad, exchange of experience with foreign colleagues, etc.

Visiting language and specialized schools are an integral part of the language training of students of elite technical education. After the first year, students are invited to take the “English for Engineers” course at the Institute for Advanced Study of the Technical University of Dresden (TUDIAS). Students undergo an entrance test, based on the results of which they are divided into groups by level. The purpose of the course is to introduce students to the basics of technical language using a communicative teaching method. Classes are taught by native speakers. Upon completion of training, students are issued a certificate of participation.

Specialized field schools are positioned as an opportunity to develop student professional competencies. They cover a wide range of areas suitable for TPU technical educational programs: information technology (schools on simulation modeling, robotics, corporate enterprise management systems, mobile application development), electrical power and electrical engineering, alternative energy sources, etc. Field schools are held at leading technical universities Europe, which ensures high quality and relevance of the information provided.

In 2013, ETO students took part in summer schools:

winter specialized school “Introduction to Robotics” in Germany, University of Applied Sciences Bonn;
winter and summer language school “English for Engineers” in Germany, Technical University Dresden;
summer specialized school “Embedded computing systems” in Germany, Technical University of Dresden;
summer specialized school "CRM&ERP Systems" in Portugal, New University of Lisbon;
summer school on energy efficiency “Future Energy Sources” in Denmark, Aalborg University.

In 2014, schools will be held for ETO students:

summer specialized school “Discrete event simulation” in Spain, Polytechnic University of Catalonia;
summer specialized school “Embedded Computing Systems” in Germany, Technical University of Dresden;
summer specialized school “Power and Electrical Engineering” in Spain, Polytechnic University of Catalonia.

Inviting foreign professors to read a series of professional disciplines in a foreign language

To consolidate the acquired language knowledge within the framework of the ETO program, leading professors from foreign universities are regularly invited to teach discipline modules of both the ETO program and modules of the main educational programs of TPU. This process brings the following positive results to the organization of language training at a technical university:

increases students' motivation to learn the language. The student has a real need to apply existing language knowledge and skills;
increases the level of scientific research of students by obtaining modern and relevant information on ongoing research in the world's leading centers and universities;
teaches students intercultural communication and tolerance;
encourages students to study in a professional field, showing opportunities for self-realization in international research groups.

In 2012-13 As part of the invitation of foreign professors, the following events were held:

intensive course “Business Intelligence”, Miguel Neto, New University of Lisbon (Portugal);
master class “Let’s create success start-up together with BlackBox”, Fadi Bishara, Cisco Inc. (USA);
workshop “Portfolio learning in the English language classroom”, Lorna Carson, Trinity Dublin College (Ireland);
workshop “Future entrepreneurship and universities”, Gabriel Baldinucci, Singularity University (USA);
intensive course “Simulation”, Pau Fonseca, Catalan Polytechnic University (Spain).

Extracurricular activities of the ETO program

Since 2012, ETO students have organized and successfully operated the English Club, the purpose of which is to motivate students to learn the language, as well as to improve their language proficiency. Club meetings are organized on the territory of engineering creativity and design of ETO students and each time take place in the form of various interactive educational formats: role-playing, quest and board games; discussions; interview; master classes; exhibitions and conferences. Within the framework of the on-site leadership school for ETO students, such forms as intensive foreign language courses, business games, and discussions are used.

Conclusion

Currently, the university faces large-scale tasks regarding the internationalization of education. It is obvious that knowledge of a foreign language is an integral component and means of achieving this task.

Language training within the framework of the elite education program of Tomsk Polytechnic University involves the consistent formation and improvement of foreign language communicative competence throughout the entire study at the university. Knowledge of a foreign language allows students to participate in academic mobility programs, summer and winter schools, events with the participation of foreign professors, etc.

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Ekaterina S. Butakova
Ph.D., Assoc. Prof., Dept. of FLIC, Expert, Dept. of Elite Engineering Education, National Research Tomsk Polytechnic University, Tomsk, Russia
Yulia O. Goncharuk
Student, Dept. of CSO, National Research Tomsk Polytechnic University, Tomsk, Russia
Oxana M. Zamyatina
Ph.D., Assoc. Prof., Dept. of CSO, National Research Tomsk Polytechnic University, Tomsk, Russia
Polina I. Mozgaleva
Asst. Lecturer, Dept. of CSO, Expert, Dept. of Elite Engineering Education, National Research Tomsk Polytechnic University, Tomsk, Russia
Vasily S. Morozov
Sr. Lecturer, Dept. of FLIC, Engineer, Dept. of Elite Engineering Education, National Research Tomsk Polytechnic University, Tomsk, Russia
Organization of language training in a leading engineering university in the context of globalization (from the experience of Elite Engineering Education Program of National Research Tomsk Polytechnic University)
Elite Engineering Education Program (EEEP), implemented at Tomsk Polytechnic University in 2004, distinguishes students’ language training as one of the priority fields in training of leading engineering specialists. The paper considers the model of language training at an engineering university that includes the following components: language training courses, language and professional schools, events involving foreign professors, and extracurricular activities.
Keywords: international activity, foreign language communicative competence, elite engineering education, language and professional schools.

An attempt is presented to analyze and substantiate the importance of language training in the formation professional competence future specialist, bachelor, master.

Key words: competence, language competence, communication, foreign language.

The problem of training a competent economist is multifaceted. We will try to analyze and substantiate the importance of language training in the formation of the professional competence of a future specialist in the field of economics. In this matter, we adhere to the point of view that a foreign language, as a supporting and as an independent discipline, can become the basis for the formation of a set of competencies, both professional and social-personal.

The main targets in the implementation of the third generation Federal State Educational Standard for Higher Professional Education are the competencies acquired by students during their studies, while the term “competence” is understood as the ability to apply knowledge, skills and personal qualities for successful activities in a certain field.
In addition, the concept of “competence” includes knowledge, skills, personal qualities (commitment, initiative, tolerance, responsibility, etc.) and social adaptation (the ability to work both independently and in team), and professional experience. Taken together, all these components form behavioral models - when a graduate is able to independently navigate the situation and skillfully solve the tasks facing him (and, ideally, set new ones).

The transition of education to a competency-based paradigm provides for a different role for the student in the educational process. It is based on working with information, modeling, and reflection. The student must be able not only to reproduce information, but to think independently and be prepared for real life situations. These goals correspond to new educational programs in disciplines that are focused on improving the quality of training of specialists based on the creation of mechanisms for students to effectively master the competencies necessary in professional activities. Moreover, if previously curriculum for disciplines determined the goals, content, volume and order of studying the discipline, now the programs include a list of educational outcomes formed by the discipline indicating the relevant competencies, a list of basic educational technologies (forms, teaching methods) used to develop competencies , a list of assessment tools for monitoring and self-assessment of the level of training.

Educational outcomes are statements of what a student is expected to know, understand and/or be able to demonstrate upon completion of the learning process. The outcome of education characterizes specific measurable achievements. It becomes clear: what must be achieved; how will it be achieved
chickpeas; how it will be assessed. The main requirement for the formulation of educational outcomes is that they must be expressed in simple terms that are understandable to students, teachers, employers, and external experts.

The implementation of the competency-based approach should include the widespread use of active and interactive forms of conducting classes in the educational process (business and role playing games, case studies, discussions, trainings, project methods, etc.) in combination with extracurricular work in order to form and develop students’ professional skills. This is due to the displacement of a narrow-profile approach to education and the need to search for “ new culture education”, which is based on the problem-adequate use of new competencies both in the field of professional activity and social and personal ones.

In the history of teaching foreign languages, two main paths can be distinguished: 1) learning a language based on rules; 2) language learning based on communication.

The first way is with the help of a grammar-translation system for teaching foreign languages. According to it, learning is based on the study of grammatical rules and vocabulary with the next transition to the construction and decoding (reading and understanding of oral speech) of speech. Using the rules and vocabulary of the language, students must recreate (construct) a new language for them. The path to language acquisition lay through a huge number of mistakes, delaying the pace of language acquisition and reducing interest in learning it.
The second way is through communication. It turned out to be more effective, although it contained many shortcomings. Lack of awareness of the mechanisms of language, formulated in the form of rules, increased the time required to learn a foreign language and reduced the quality of proficiency in foreign language speech.

As a result, both in foreign and domestic literature there has been a convergence of these two ways of language teaching. The unity of language rules and actions was experimentally proven. Linguistic rules, fixing what is natural in the use of linguistic phenomena in speech, perform a subordinate, auxiliary function. The main action through which a foreign language is mastered is the process of communication, speech communication. In the process of communication, there is not only an exchange of opinions and feelings, but also the development of linguistic means, giving them a generalized character.

Thus, a foreign language can be considered as a means of developing communicative competence. This means, first of all, the ability to adequately translate communicative goals and strategies for achieving them into linguistic forms, as well as the ability to use the norms of speech etiquette in situations of intercultural communication.
The formation of a linguistic personality is the main task of language teaching in higher education. educational institution.

The personal meaning of education depends on the motive that guides the student. By receiving a set of knowledge, skills, and methods of activity, students master the language at the level of competence. Competence translated from Latin language means a range of issues in which a person is well informed, has knowledge and experience. However, having mastered the set well theoretical knowledge, students experience significant difficulties in activities that require the use of this knowledge to implement language functions (nominative, communicative, emotional, etc.). Therefore, the formation of linguistic competence is one of the main tasks of language teaching in a higher educational institution. Competence is a person’s possession of appropriate competence, including his personal attitude towards it and the subject of activity.

Language competence, as a subject matter, contributes to the formation of a student’s personality, for which such a level of language competence, which includes knowledge of the language system and the ability to use it to achieve spelling and punctuation vigilance, is no longer sufficient. The level of formed™ linguistic competence is manifested in the speech act, the product of which is the speech material. Speech is the process of using language, the process of communication, the process of speaking, i.e. This is speech activity that actualizes, depending on the situation, the potential properties of the corresponding means of language.

Linguistic competence contributes to the formation of an important skill - to perceive and create coherent texts that differ in stylistic and genre affiliation, structural and linguistic organization, focus, completeness and accuracy of expression of thoughts. Language is a system within which all its sections are interconnected and conditioned: phonetics, stylistics, lexicology, syntax, spelling, morphology. It is known that each section of the language has its own content, goals and objectives of study, but it is necessary to organize the learning process so that the focus is on the language as an integral mechanism that is set in motion by motivation. In such conditions, the goal of training becomes the formation of free speech activity (linguistic competence). There is a need to focus work in language classes not only on determining the forms and grammatical meaning of a word, but also on its stylistic role in the text. This will ensure that language learners receive the kind of language and speech training that is necessary in order to feel comfortable in everyday life, be able to serve your own needs with words in all spheres of life.

You can teach communication only by forming and maintaining a specific motive for communication, therefore, in foreign language classes it is necessary to motivate everything: both the perception of educational material, and the transition from one activity to another, of the same type speech exercises to others.

Linguistic competence is assessed by some experts not as a simple set of acquired knowledge, but, first of all, as the ability to self-learn. Only based on this understanding of linguistic competence can it be structured into individual language categories, in particular: grammar, vocabulary, pronunciation, intonation, etc.

The idea of the interconnection of the developed competencies seems very constructive. Before talking about the implementation of narrow-profile tasks related to the student’s future specialty and the further development of competencies, it is necessary to state that all competencies are interconnected. To talk about grammatical competence, for example, in isolation from sociological competence, means setting the task of teaching narrowly. Knowledge of the grammatical rules of a language cannot be separated from the ability to choose a language form based on the context and situation. In the process of speaking, for example, the relevant use of markers is of great importance social relations(e.g. slang, informal language). And the rules of politeness (especially their ignorance, i.e. the lack of the same sociological competence) can radically change the course of negotiations.

Depending on what sphere of human activity this or that array of information belongs to, language means its expressions acquire more or less specificity, forming sublanguages of branches of science, professions, etc. Consequently, along with general linguistic competence, a specialist must also have professional linguistic competence, which can be defined as a professionally significant quality of a specialist, characterized by a complex of knowledge, skills and abilities that provide him with the ability to perceive, understand and generate messages (texts) containing expressed by specific means natural language (sublanguage of the profession) information related to the object of his profession, store such information in memory and process it during mental processes.
There are two components in the structure of professional language competence. Firstly, knowledge of special terminology to the extent necessary and sufficient for complete and accurate description object of the profession, since it is the terms that express the basic concepts of a particular field of knowledge and the connections between them, which contain the basic information on this branch of knowledge or profession. Secondly, this is knowledge of exactly how a concept in its main features and connections finds expression in a special linguistic unit - a term, and the resulting ability, based on the term, from the composition and arrangement of term elements in it, to determine the main features and connections of the corresponding scientific concept.

The first component reflects the specialist’s availability a certain volume theoretical knowledge as one of the results of his training. Thus, the formation of this component of professional linguistic competence occurs to one degree or another purposefully, since the terminology systems of the relevant fields of knowledge form part of the content of academic disciplines. However, the term is not considered as a linguistic form of expression of the concept. And professional linguistic competence can be represented as mastery of a term precisely as a word, as a unit of language. Therefore, the main, defining component of professional linguistic competence is the second - mastery of a term as a special linguistic unit, determined both by the system of concepts of a given field of knowledge and by the language system. The knowledge and skills that make up the second component of professional linguistic competence can have a significant positive impact on a specialist’s assimilation of information and the linguistic design of the new information he himself receives.

The professional and linguistic competence of a specialist or student is characterized by one or another level of its formation. There are three such levels. The first, lowest one is knowledge of the meanings of individual term elements, i.e. knowledge of either scientific concepts corresponding to these term elements (both general scientific or general technical, and specific to a given field of knowledge, profession), or the relationships between concepts expressed by them. The second level is the ability to determine the main features of a concept by the composition and arrangement of term elements in the corresponding term, in other words, the ability to obtain a holistic understanding of the concept based on knowledge of the meanings of each individual term element. It is also necessary to be able to solve the inverse problem - knowing the main features of the concept, select a term element for each of them and create a term. Third, highest level professional linguistic competence - the ability, based on a term, on the basis of knowledge of the meanings of each term element in it and, therefore, the main features of the corresponding concept, to determine the position of this term in the terminology system, its connection with other terms, and therefore the connection of this concept with others. Thus, the third level, synthesizing and generalizing the knowledge and skills of the first two, allows one to establish by term the place of a concept in the conceptual system of a field of knowledge or academic discipline.

When developing a student’s language competencies, it is quite appropriate to talk about the professional competencies of a foreign language teacher. The professional and communicative competence of a teacher, in addition to the actual linguistic, speech and sociocultural components, includes the ability to adapt his methodology to the conditions of groups of different ages and levels in the studied and native language, possession of discursive skills of involving foreign language students in the process of foreign language communication with maximum efficiency for solving complex of educational and pedagogical tasks, as well as the ability to communicate on professional topics, taking into account sociocultural characteristics. In addition, teachers need to ensure that classes are structured in such a way that the communication conditions are as close to real as possible.

Since language is a means of communication, only collective mutual language actions of students and teachers can ultimately lead to sufficient and reliable language competence.
Thus, the transition of education to a competency-based paradigm, which means that the center of training is not knowledge, abilities and skills, but competencies, becomes the main direction in transforming the system of professional training of specialists. It seems that the competencies acquired by students in the process of learning a foreign language, with their joint practical use in the future, in the process of solving problems in their field of activity, they open up new opportunities for training modern personnel capable of not only acting professionally, but also living and creating in our rapidly changing world. A foreign language is no longer an end in itself, but becomes a means for developing the key competencies of a modern specialist.

References

1. Kadnikova O.V. Using a multi-point system in assessing language competence // Language and the world of the language being studied: a collection of scientific articles. - Vol. 4. - Saratov: Publishing House of the Saratov Institute RGTEU, 2013. - 196 p.
2. Kadnikova O.V., Shorkina O.D. Development of linguistic competence in teaching professionally-oriented foreign language communication at an economic university // Language and mentality: collection of articles. - Series “Slavic World”. - Vol. 5. - St. Petersburg: St. Petersburg State University, 2010. - 696 p.

Socio-humanitarian bulletin of the Kemerovo Institute (branch) RGTEU No. 1(14). 2015

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