LILY PASHINA SCIENTIFIC SUPERVISOR: ZINUKOVA N.V., PHD IN PEDAGOGY, ASSOCIATE PROFESSOR CONSECUTIVE BILATERAL INTERPRETING EDUCATION FOR THE FUTURE SPECIALISTS

The subject is based on: the actual use of the consecutive interpreting; the constant development of all the spheres of human activity; new foreign lexis appearing.

The topicality of the problem is predetermined by a constant need of large interpreters’ quantity. The purpose of the work is to define the basic principles for the future specialists’ consecutive bilateral interpreting education.

To achieve the given purpose we have attempted: to define what competence and its components are; to define the basic principles for the interpreters’ competence; to denote the overall interpretation requirements; to emphasize the basic principles for the interpreters’ educating; to outline the psychological and linguistic peculiarities of the interpreting; to find out what is business situation in general; to determine the rules and structure of the negotiations upholding; to mention the basic approach to the consecutive bilateral interpreting education; to compose our own exercises for the consecutive bilateral interpreting education for the future specialists.

Our investigation is based on the research provided by the scholars as Chernovaty L.M., Komissarov V.N., Latyshev L.K., Leontiev A.A. According to the scholars’ mentioned, there has to be a set of interpretation exercises to form that purpose and to maintain the skills needed to accomplish the task in a most successful way.

TypesGroups 1. Pre-translation exercises Receptive; receptive and productive; with high level of supervision. To provide the shift from the literal code to the digital one; for the memory development; for large amount of data maintaining; to the cliché, idioms and phraseological units learning. 2. Translation exercisesCommunicative; motivated; with partial supervision; with some back up. To develop the skills in compression and decompression; the interpretation of some authentic monologues from English into Ukrainian/Russian and vice versa, etc.

The skills mentioned include: the perfect command of English and Ukrainian/Russian languages; advanced knowledge in business terminology; logical division and consequence of the interpretation; the ability to interpret the information as exactly and as equivalently as possible; the ability to use the transformations known in the most appropriate way; the ability to switch from one language into another; the prosodic expertise.

The material of the investigation included the experimental classes held in two groups of the fourth year of study in 2014 academic year. The classes were held according to the exercises and programme designed in our diploma paper.

GroupsSystematic mistakes Relative mistakes Terminologi cal mistakes Prosodic mistakes ФЛ ,8610 ФЛ

GroupMaximum number of points (a) Points received (n) Educational quotient ФЛ ,67 ФЛ ,72

Thank you for your attention!