PEDAGOGICAL CONDITIONS ENABLING PROFESSIONAL AND SPEECH TRAINING INTENDED FOR THE FUTURE TRANSLATORS OF THE CHINESE LANGUAGE WITHIN UNIVERSITY EDUCATION

Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2016, Vol 112, Issue 5

Abstract

The article is devoted to the study of efficient linguo-methodical, psychological and pedagogical conditions enabling professional and speech training intended for the future translators of the Chinese language within university education. The designated problem can be theoretically stipulated due to the solution of these tasks: 1) to determine and define the pedagogical conditions of the designated training; 2) to specify the essence of the pedagogical conditions enabling a resultative training targeted to the future translators of the Chinese language. The phenomenon “pedagogical conditions facilitating professional and speech training targeted for the future translators-orientalists” is analyzed. The analysis of specialized literature enables us to state that there does not exist any universal approach to the definition of the notion “pedagogical conditions”. The set of the most common components revealing the essence of the phenomenon includes these determinants: conditions, opportunities, factors of an educational process. We interpret pedagogical conditions as a totality of interrelated factors enabling organization, monitoring, regulation and interaction of subjects and objects of some pedagogical process while realizing a particular aim. By pedagogical conditions of professional and speech training targeted to the future translators of the Chinese language we understand outer factors of effective realization of the pedagogical aim – to form translation competence, ‒ which are purposefully created by a teacher to make a positive influence on the educational process. There specified the main pedagogical conditions enabling a resultative training; they are: • students’ positive motivation to the translation activity within the domain of the Chinese language; • interaction of Humanitarian and Linguistic disciplines alongside with training methods within the process of translation competence formation of the future Chinese translators; • students’ immersion into active self-guided professionally oriented translation activity with the Chinese texts and native speakers; • actualization of interactive organizational forms of students’ educational translation activity under conditions of pedagogical education; • future translators’ awareness (at the level of beliefs) of the significance of the translation activity within a multicultural environment. Verification of the stipulated pedagogical conditions gives an opportunity to assert that they create optimal opportunities for productive realization of the future translators-orientalists’ professional speech training as well as formation of their translation competence. Perspectives of the research are seen in the further study of reciprocal influence of China’s pedagogical heritage on the Ukraine’s one and vice versa.

Authors and Affiliations

Oleksandra Popova

Keywords

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