Pub Date : 2023-05-12DOI: 10.32589/1817-8510.2023.1.278115
Yevhenii Melnyk
In this article, we have analyzed some recent publications in the French mass media that concern the issue of the historical development and the present state of the French orthography which is not without reason considered to be complicated. It is noted that when teaching French and French-speaking culture, the approach to problems related to the orthography should ultimately form in pupils and students not only the imperative for constant attention in the process of writing, but also an understanding of the modern linguistic and sociocultural reality: the French orthography is the result of certain linguistic, historical and political processes, a fact and an accomplishment of French-speaking civilization, a phenomenon that reflects a certain mentality and that deserves an unconditional respect, a friendly attitude and a willingness to accept the recommendations offered by scientists in the French-speaking world. It has been accentuated that it is desirable for pupils and students to get acquainted, in general or in depth, with the attitude of speakers of the French language and French-speaking culture – linguists, journalists, writers, artists, and educators in particular – to the specified problems. In the article the consequences of the French perception of the French language in general as a statebuilding factor and the orthography in particular as a cultural heritage that requires unconditional preservation under the French Academy have been highlighted. Some historical facts that caused the complexity of the French orthography have been given. The trends characterizing the situation in the formation of orthographic competence in the French school and the influence of orthographic competence on the professional career of the French have been specified. The factors contributing to the degradation of orthographic skills and the prospects for further reform of the French orthography have been analyzed. The possibilities of using dictation as the main means of formation and quality control of orthographic skills have been illustrated.
{"title":"THE FRENCH ORTHOGRAPHY THROUGH THE EYES OF THE FRENCH: HISTORICAL, PSYCHOLOGICAL AND DIDACTIC ASPECTS","authors":"Yevhenii Melnyk","doi":"10.32589/1817-8510.2023.1.278115","DOIUrl":"https://doi.org/10.32589/1817-8510.2023.1.278115","url":null,"abstract":"In this article, we have analyzed some recent publications in the French mass media that concern the issue of the historical development and the present state of the French orthography which is not without reason considered to be complicated. It is noted that when teaching French and French-speaking culture, the approach to problems related to the orthography should ultimately form in pupils and students not only the imperative for constant attention in the process of writing, but also an understanding of the modern linguistic and sociocultural reality: the French orthography is the result of certain linguistic, historical and political processes, a fact and an accomplishment of French-speaking civilization, a phenomenon that reflects a certain mentality and that deserves an unconditional respect, a friendly attitude and a willingness to accept the recommendations offered by scientists in the French-speaking world. It has been accentuated that it is desirable for pupils and students to get acquainted, in general or in depth, with the attitude of speakers of the French language and French-speaking culture – linguists, journalists, writers, artists, and educators in particular – to the specified problems. In the article the consequences of the French perception of the French language in general as a statebuilding factor and the orthography in particular as a cultural heritage that requires unconditional preservation under the French Academy have been highlighted. Some historical facts that caused the complexity of the French orthography have been given. The trends characterizing the situation in the formation of orthographic competence in the French school and the influence of orthographic competence on the professional career of the French have been specified. The factors contributing to the degradation of orthographic skills and the prospects for further reform of the French orthography have been analyzed. The possibilities of using dictation as the main means of formation and quality control of orthographic skills have been illustrated.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46125401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.32589/1817-8510.2022.3-4.269690
I. Moryakina
Strengthening the position of the Ukrainian state in the international arena, recognition of its role in maintaining global security and stability, deepening its integration into the Euro-Atlantic and world community raises to a new level the need to train highly qualified specialist translators, whose professional competencies would meet the requirements of modernity and the growing needs of our country. In the short term, due to the involvement of foreign governments, international organizations and private companies in the post-war reconstruction of Ukraine, the number of our international contacts at at all levels will increase rapidly. This means that that future specialists will not only have to search for and correctly use common equivalents of English place names, atroponyms, ergonyms, but also often reproduce them themselves, or rather create Ukrainian equivalents for specific English-language cultural realities, and vice versa. Thus, the expansion of international cooperation in economic, political, military, security cultural, educational, environmental and many other spheres of life, necessitates the creation of new modern textbooks and translation manuals. Such is the peer-reviewed textbook by D. P. Borys "Onomastic Aspects of Translation: Theory and Practice".
加强乌克兰国家在国际舞台上的地位，承认其在维护全球安全与稳定方面的作用，深化其与欧洲-大西洋和国际社会的融合，将培养高素质的专业翻译人员的需求提高到一个新的水平，他们的专业能力将满足现代化的要求和我国日益增长的需求。短期内，由于外国政府、国际组织和私营企业参与乌克兰战后重建，我国各级国际交往的数量将迅速增加。这意味着，未来的专家不仅要搜索并正确使用英语地名、缩略词、同音异义词的常见对等词，而且还要自己复制它们，或者更确切地说，为特定的英语文化现实创造乌克兰语对等词，反之亦然。因此，为了扩大在经济、政治、军事、安全、文化、教育、环境和许多其他生活领域的国际合作，必须编写新的现代教科书和翻译手册。这就是d.p.b orys的同行评议教科书《翻译的Onomastic Aspects: Theory and Practice》。
{"title":"REVIEW OF THE TEXTBOOK Borys Dmytro (2022). Onomastic aspects of translation: theory and practice. Onomastic aspects of translation: theory and practice. - Kyiv: KNLU Publishing Center, 2022 - 108 p.)","authors":"I. Moryakina","doi":"10.32589/1817-8510.2022.3-4.269690","DOIUrl":"https://doi.org/10.32589/1817-8510.2022.3-4.269690","url":null,"abstract":"Strengthening the position of the Ukrainian state in the international arena, recognition of its role in maintaining global security and stability, deepening its integration into the Euro-Atlantic and world community raises to a new level the need to train highly qualified specialist translators, whose professional competencies would meet the requirements of modernity and the growing needs of our country. In the short term, due to the involvement of foreign governments, international organizations and private companies in the post-war reconstruction of Ukraine, the number of our international contacts at at all levels will increase rapidly. This means that that future specialists will not only have to search for and correctly use common equivalents of English place names, atroponyms, ergonyms, but also often reproduce them themselves, or rather create Ukrainian equivalents for specific English-language cultural realities, and vice versa. Thus, the expansion of international cooperation in economic, political, military, security cultural, educational, environmental and many other spheres of life, necessitates the creation of new modern textbooks and translation manuals. Such is the peer-reviewed textbook by D. P. Borys \"Onomastic Aspects of Translation: Theory and Practice\".","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47373968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.32589/1817-8510.2022.3-4.269674
Iryna Patramanska
The article examines the peculiarities of project work using modern information and communication technologies in foreign language lessons. This article is aimed at analyzing the specific features and possibilities of project work using information and communication technologies in foreign language lessons in the context of the development of the New Ukrainian School. A theoretical analysis of the scientific literature on the outlined issues was carried out. The expediency of project work for teaching elementary, middle and high school students is substantiated. The effectiveness of the use of various information and communication technologies in the students’ project work is analyzed and their main functions that contribute to the implementation of the educational project are indicated. The types of projects that can be used in the implementation of project work using information and communication technologies in foreign language lessons are characterized. Emphasis is placed on the main functions and possibilities of applying project work using information and communication technologies in foreign language lessons. Difficulties that may arise for schoolchildren during project work in foreign language lessons are indicated. Attention was drawn to the fact that project work with the use of modern information and communication technologies in foreign language lessons should not be implemented on a regular basis, such activity should be auxiliary. The materials of this article can be used by teachers who deal with the problems of learning foreign languages in modern educational institutions. The content of the article can serve as an auxiliary methodical and didactic material in the context of the professional activity of teachers of general secondary education institutions.
{"title":"PROJECT WORK WITH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES AT FOREIGN LANGUAGE LESSONS IN TERMS OF NEW UKRAINIAN SCHOOL DEVELOPMENT","authors":"Iryna Patramanska","doi":"10.32589/1817-8510.2022.3-4.269674","DOIUrl":"https://doi.org/10.32589/1817-8510.2022.3-4.269674","url":null,"abstract":"The article examines the peculiarities of project work using modern information and communication technologies in foreign language lessons. This article is aimed at analyzing the specific features and possibilities of project work using information and communication technologies in foreign language lessons in the context of the development of the New Ukrainian School. A theoretical analysis of the scientific literature on the outlined issues was carried out. The expediency of project work for teaching elementary, middle and high school students is substantiated. The effectiveness of the use of various information and communication technologies in the students’ project work is analyzed and their main functions that contribute to the implementation of the educational project are indicated. The types of projects that can be used in the implementation of project work using information and communication technologies in foreign language lessons are characterized. Emphasis is placed on the main functions and possibilities of applying project work using information and communication technologies in foreign language lessons. Difficulties that may arise for schoolchildren during project work in foreign language lessons are indicated. Attention was drawn to the fact that project work with the use of modern information and communication technologies in foreign language lessons should not be implemented on a regular basis, such activity should be auxiliary. The materials of this article can be used by teachers who deal with the problems of learning foreign languages in modern educational institutions. The content of the article can serve as an auxiliary methodical and didactic material in the context of the professional activity of teachers of general secondary education institutions.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44185612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.32589/1817-8510.2022.3-4.269679
Mariia Parkhomenko
This publication presents a set of exercises for training thirdyear students - producing a monologue-reasoning based on an authentic video podcast. We recommend using the complex of tasks in practical classes. The proposed set of exercises consists of three groups, which in terms of content correspond to the main stages of the formation of French speaking monologue skills.
{"title":"COMPLEX OF EXERCISES FOR TEACHING FRENCH LANGUAGE MONOLOGUE-REASONING PRODUCTION BASED ON AUTHENTIC VIDEO PODCASTS (ІІІ year, topic – L’environnement)","authors":"Mariia Parkhomenko","doi":"10.32589/1817-8510.2022.3-4.269679","DOIUrl":"https://doi.org/10.32589/1817-8510.2022.3-4.269679","url":null,"abstract":"This publication presents a set of exercises for training thirdyear students - producing a monologue-reasoning based on an authentic video podcast. We recommend using the complex of tasks in practical classes. The proposed set of exercises consists of three groups, which in terms of content correspond to the main stages of the formation of French speaking monologue skills.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46919577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.32589/1817-8510.2022.3-4.269670
Olga Ustymenko
A modern foreign language teacher is expected to practice using skillfully a variety of teaching approaches, methods, forms, techniques, and tools, including project-based learning method. Practical application of project-based instruction is emphasised in Ukrainian national educational standards and teacher training curricula. According to the Ukrainian national curriculum of external independent evaluation of in-service primary teachers’ professional development, a school teacher needs to know about the projectbased pedagogy, project-based instructional methodology, teaching techniques at project-based model steps, and be able to engage pupils into project work, make up driving questions, use Socratic discussion method, prepare project-based lesson plans, assess pupil project works, i.e. must be ready to implement project-based learning in school. In this regard, the problem of developing foreign language teachers’ project competency as an integral part of their professional methodological expertise is a current isssue. The aim of the elective course “English language teaching through pupils’ project-based learning” from the curriculum for students majoring in specialty 014 Secondary education is to familiarise preservice English teachers with the theory and practice of project-based teaching methodology and to develop their professional methodological skills of planning, organising, coordinating, and assessing pupil project works. This publication briefly describes the objectives and contents of the elective course, specifies suggested instructional types, teaching and assessment methods. Examples of theoretical and practical professional methodological training activities are given.
{"title":"PROFESSIONAL METHODOLOGICAL TRAINING ACTIVITIES FOR DEVELOPING PRE-SERVICE ENGLISH TEACHERS’ PROJECT COMPETENCY","authors":"Olga Ustymenko","doi":"10.32589/1817-8510.2022.3-4.269670","DOIUrl":"https://doi.org/10.32589/1817-8510.2022.3-4.269670","url":null,"abstract":"A modern foreign language teacher is expected to practice using skillfully a variety of teaching approaches, methods, forms, techniques, and tools, including project-based learning method. Practical application of project-based instruction is emphasised in Ukrainian national educational standards and teacher training curricula. According to the Ukrainian national curriculum of external independent evaluation of in-service primary teachers’ professional development, a school teacher needs to know about the projectbased pedagogy, project-based instructional methodology, teaching techniques at project-based model steps, and be able to engage pupils into project work, make up driving questions, use Socratic discussion method, prepare project-based lesson plans, assess pupil project works, i.e. must be ready to implement project-based learning in school. In this regard, the problem of developing foreign language teachers’ project competency as an integral part of their professional methodological expertise is a current isssue. The aim of the elective course “English language teaching through pupils’ project-based learning” from the curriculum for students majoring in specialty 014 Secondary education is to familiarise preservice English teachers with the theory and practice of project-based teaching methodology and to develop their professional methodological skills of planning, organising, coordinating, and assessing pupil project works. This publication briefly describes the objectives and contents of the elective course, specifies suggested instructional types, teaching and assessment methods. Examples of theoretical and practical professional methodological training activities are given.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45367060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.32589/1817-8510.2022.3-4.269681
A. Melnik, Katerina Ribakova, T. Tron
Professional exam in English for applicants to study in the specialty 014 Secondary education, specialization 014.021 English language and literature, educational and professional program Teaching European languages on the basis of combined technologies (English and another Western European language) (hereinafter referred to as the Professional Exam) is a form of entrance examination for admission on the basis of the obtained bachelor's degree, which provides for the verification of scientific, theoretical and practical training of applicants for admission to Kyiv National Linguistic University for the second (master's) level of higher education.The professional exam aims to determine the level of knowledge and skills of applicants in the main aspects of the practical English language course, a number of theoretical disciplines of the linguistic cycle, as well as their level of proficiency in written language of different functional styles, which determines their readiness to obtain a master's degree.
{"title":"Professional entrance exam in English curriculum: for Kyiv National Linguistic University applicants. Specialty: 014 secondary education Specialization: 014.021 the English language and literature Educational and professional curriculum: teaching Europ","authors":"A. Melnik, Katerina Ribakova, T. Tron","doi":"10.32589/1817-8510.2022.3-4.269681","DOIUrl":"https://doi.org/10.32589/1817-8510.2022.3-4.269681","url":null,"abstract":"Professional exam in English for applicants to study in the specialty 014 Secondary education, specialization 014.021 English language and literature, educational and professional program Teaching European languages on the basis of combined technologies (English and another Western European language) (hereinafter referred to as the Professional Exam) is a form of entrance examination for admission on the basis of the obtained bachelor's degree, which provides for the verification of scientific, theoretical and practical training of applicants for admission to Kyiv National Linguistic University for the second (master's) level of higher education.The professional exam aims to determine the level of knowledge and skills of applicants in the main aspects of the practical English language course, a number of theoretical disciplines of the linguistic cycle, as well as their level of proficiency in written language of different functional styles, which determines their readiness to obtain a master's degree.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43500930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.32589/1817-8510.2022.3-4.269666
Vira Svyrydjuk
The article deals with the subject aspect of the content of the formation of intercultural communicative competence of future teachers of German. The methodical, linguistic, psychological literature, the scholars’ experience in the field of the formation of foreign language skills and abilities in the context of intercultural communication are analyzed. The cultural component of the content and its relationship with teaching aids are highlighted. A communicative psychological model is substantiated, the observance of which contributes to the discourse development in the process of producing texts. The functions of texts as a starting point for the development of communicative skills and abilities in all types of speech activity are indicated. Within the framework of the subject aspect of the content, the characteristics of the discourse as a text “immersed in life” are presented. The attention is focused on the knowledge of the linguistic component, the use of which ensures the effectiveness of expressing an opinion in German. Examples of speech means in German are given and their national and cultural peculiarity in the process of creation and perception of texts of different genres and types is noted.Possible ways of modeling communicative situations in which future teachers act as potential mediators between native and German-speaking cultures are studied. Conclusions are drawn about the use of authentic texts and photo-illustrative material. It significantly expands the cultural aspect of the content of educational and methodological materials and ensures the effective formation of intercultural communicative competence. In addition, the authenticity of the educational material provides real conditions for conducting discourse, taking into account the national and cultural characteristics of the language being studied.
{"title":"SUBJECT ASPECT IN PROSPECTIVE GERMAN LANGUAGE TEACHERS INTERCULTURAL COMMUNICATIVE COMPETENCE DEVELOPMENT IN THE PROCESS OF INDEPENDENT WORK","authors":"Vira Svyrydjuk","doi":"10.32589/1817-8510.2022.3-4.269666","DOIUrl":"https://doi.org/10.32589/1817-8510.2022.3-4.269666","url":null,"abstract":"The article deals with the subject aspect of the content of the formation of intercultural communicative competence of future teachers of German. The methodical, linguistic, psychological literature, the scholars’ experience in the field of the formation of foreign language skills and abilities in the context of intercultural communication are analyzed. The cultural component of the content and its relationship with teaching aids are highlighted. A communicative psychological model is substantiated, the observance of which contributes to the discourse development in the process of producing texts. The functions of texts as a starting point for the development of communicative skills and abilities in all types of speech activity are indicated. Within the framework of the subject aspect of the content, the characteristics of the discourse as a text “immersed in life” are presented. The attention is focused on the knowledge of the linguistic component, the use of which ensures the effectiveness of expressing an opinion in German. Examples of speech means in German are given and their national and cultural peculiarity in the process of creation and perception of texts of different genres and types is noted.Possible ways of modeling communicative situations in which future teachers act as potential mediators between native and German-speaking cultures are studied. Conclusions are drawn about the use of authentic texts and photo-illustrative material. It significantly expands the cultural aspect of the content of educational and methodological materials and ensures the effective formation of intercultural communicative competence. In addition, the authenticity of the educational material provides real conditions for conducting discourse, taking into account the national and cultural characteristics of the language being studied.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49398670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.32589/1817-8510.2022.3-4.269673
Yana Fabrychna
This paper provides a critical overview of the approaches to the assessment and evaluation translation quality across professional practice. The analysis is aimed at singling out the professional knowledge, skills and communicative abilities and attitudes necessary for a translator in the field of education to control and evaluate the quality of translation. The identified features of the top-down approaches, which are based on centralized quality management, allowed us to determine the components of the professional competence of full-time and freelance translators of translation companies and translation departments of organizations. They relate to ensuring the quality of human and technical resources, quality control of the process and evaluation of the translation product, feedback. The characteristic features of the bottom-up approaches made it possible to outline general and specific knowledge, skills and communication abilities and attitudes of independent professionals determined by the increase in demand for fast, high-quality translation services at a low price. The components of a freelancer’s professional competence include knowledge of crowdsourcing technologies, the ability to demonstrate compliance with translation industry standards, critically evaluate information and one’s own strengths and weaknesses. Consideration of approaches to determining quality levels and requirements for them is conditioned by the importance of relevant knowledge and skills to self-control and selfassess translation quality. Results of the comparative analysis of professional translation quality measurement systems LISA QA Model 3.1, SAE J2450. QT21 D3.1: Harmonized Metric became the basis for developing a typology of translation errors and building a model for evaluating the quality of translation of educational texts.
本文对跨专业实践的翻译质量评估方法进行了批判性的概述。分析的目的是找出译者在教育领域控制和评估翻译质量所需的专业知识、技能、沟通能力和态度。自上而下的方法以集中的质量管理为基础，其明确的特点使我们能够确定翻译公司和组织翻译部门的全职和自由职业翻译的专业能力组成部分。它们涉及确保人力和技术资源的质量、翻译过程的质量控制和翻译产品的评估、反馈。自下而上方法的特点使我们能够概述独立专业人员的一般和具体知识、技能、沟通能力和态度，这些知识、技能和态度是由对快速、高质量、低价格翻译服务的需求增加所决定的。自由职业者专业能力的组成部分包括众包技术知识、证明符合翻译行业标准、批判性评估信息以及自身优势和劣势的能力。考虑确定质量水平和要求的方法取决于相关知识和技能对自我控制和自我评估翻译质量的重要性。专业翻译质量测量系统的比较分析结果LISA QA Model 3.1，SAE J2450。QT21 D3.1：《协调度量标准》成为发展翻译错误类型学和建立教育文本翻译质量评估模型的基础。
{"title":"PROFESSIONAL APPROACHES TO QUALITY ASSESSMENT AND EVALUATION: IMPLICATIONS FOR TRANSLATION TEACHING AND LEARNING","authors":"Yana Fabrychna","doi":"10.32589/1817-8510.2022.3-4.269673","DOIUrl":"https://doi.org/10.32589/1817-8510.2022.3-4.269673","url":null,"abstract":"This paper provides a critical overview of the approaches to the assessment and evaluation translation quality across professional practice. The analysis is aimed at singling out the professional knowledge, skills and communicative abilities and attitudes necessary for a translator in the field of education to control and evaluate the quality of translation. The identified features of the top-down approaches, which are based on centralized quality management, allowed us to determine the components of the professional competence of full-time and freelance translators of translation companies and translation departments of organizations. They relate to ensuring the quality of human and technical resources, quality control of the process and evaluation of the translation product, feedback. The characteristic features of the bottom-up approaches made it possible to outline general and specific knowledge, skills and communication abilities and attitudes of independent professionals determined by the increase in demand for fast, high-quality translation services at a low price. The components of a freelancer’s professional competence include knowledge of crowdsourcing technologies, the ability to demonstrate compliance with translation industry standards, critically evaluate information and one’s own strengths and weaknesses. Consideration of approaches to determining quality levels and requirements for them is conditioned by the importance of relevant knowledge and skills to self-control and selfassess translation quality. Results of the comparative analysis of professional translation quality measurement systems LISA QA Model 3.1, SAE J2450. QT21 D3.1: Harmonized Metric became the basis for developing a typology of translation errors and building a model for evaluating the quality of translation of educational texts.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49310620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.32589/1817-8510.2022.3-4.269662
O. Sovhar, H. Sovhar, Iryna Antoniv
Тhe article considers the influence of assessment of students’ foreign language communicative competence on their motivation to master a foreign language. The authors of the article analyzed modern forms of assessment used to increase students’ motivation while learning a foreign language; compared the opinions of teachers and students on effective types of assessment of foreign language communicative competence; identified strategies which proved effective to motivate students to study foreign language on a regular basis. The purpose of the study was to examine possible causal connections between introduction of high level formative assessment and motivation of students to study foreign languages. It has been established that while employing high level formative assessment teacher takes into account diiferent level of students’ language proficiency, directs their efforts in mastering a Vjforeign language and provodes positive feedback. Such assessment is meant to be a process aimed to provide information that teachers can utilize to tailor instruction in order to meet students’ needs so that students can progress more in their learning. Here teachers have important tasks of establishing rapport and collaboration with students thus making them aware of their learning achievememts based on comprehensible criteria and objectives as well as delivering constructive feedback while assessing and evaluating. It is also essential to create an atmosphere in which students will be active participants of learning, not afraid of making mistakes and taking responsibilities for their successes and failures. The results of the study confirmed the research hypothesis that higher level formative assessment serves to enhance students’ motivation to learn a foreign language and has a significant impact on the development of foreign language communicative competence.
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Pub Date : 2022-09-13DOI: 10.32589/1817-8510.2022.2.262813
Hanna Podosynnikova, Kseniia Kryvoshyia
The article focuses on the theoretical substantiation of using the “film club” interactive technology as a relevant and effective tool for interactive learning in pre-service English teachers’ training. The aim of the presented study is to define the term interactive learning, provide its characteristics, ground the importance of the usage and suggest selection criteria of authentic videos in the integrated formation of professional foreign language communicative and methodological competencies of pre-service English teachers. It also outlines the stages of working with fragments of authentic videos within the implementation of the subsystem of exercises for the “film club” interactive technology. The article suggests practical advice on the implementation of the “movie club” interactive technology for the formation of foreign language communicative, professional communicative and professional and methodological competencies of pre-service English teachers at the “English Teacher’s Film Club” training session. It also provides an illustrative set of exercises for pre-service English teachers on the topic “In the World of Music” (Year 3 – Year 4) on the material of the film “The Bohemian Rhapsody”.
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