Педагогические науки/2. Проблемы подготовки специалистов

Simkova I. O.

Candidate of Pedagogical Sciences

National Technical University of Ukraine «Kyiv Polytechnic Institute»

How to train competitive philologists

The education system in Ukraine, as any other country, must meet the current level of development of social relations, and therefore requires constant improvement. Ukraine's desire to integrate into the European educational space necessitates solving complex tasks associated with the preparation of highly skilled professionals with knowledge of foreign languages, including experts in the field of translation. The results of our scientific research shows that issues of training interpreters in higher educational institutions of Ukraine and the world is relevant to Ukrainian and foreign researchers.

The main result of universities is to graduate a specialist who possesses skills as integrative indicators to measure the quality of vocational education. Today Ukraine is working to determine the professional competence of future philologists, and identifies ways of its formation and evaluation.

At the present time, the following standards apply to translation in Europe:

• The Italian UNI 10574 Standard defines service requirements and the activities to be performed by companies that offer translation and interpreting.
• The Austrian Önorm D 1200 Standard covers translation and interpreting services and the requirements for offering the services, as well as for the services themselves.
• The Austrian Önorm D 1201 Standard covers translation and interpreting services in relationship to the contracts that covers these services.
• The German DIN 2345 Standard covers translation services, the contracts for supplying the services and the working procedures to be used. It is probably the most complete of all of the existing standards, but certification is not required.
• The Dutch Taalmerk Standard covers translation services in general.
• The international ISO 12616 Standard governs terminology that applies to translation. Its purpose is to gather and register terminology data to facilitate translation tasks [3].

According to the Ukrainian educational standards the objects of professional activity of specialist in the field of translation is the discipline of translation cycle, the content of which is aimed at creating social and personal, economic and organizational management, research, scientific, general and specific professional competencies. Socio-personal, economic, organizational and administrative, general and professional competencies serve as a foundation that provides graduate mobility on professional market and preparation for continuing education. Special competence (professionally oriented knowledge and skills) reflects the objective and subjective training orientation.

However, the problem of training competitive interpreter is present in a number of important educational problems and requires serious study and solve in terms of diversification of the national higher vocational education and further modernization. Its urgency is caused by the increasing society and translation services market demand in creative specialists who have:

· high level of professionalism in the field of translation and intercultural communication, sociocultural competence, and creativity;

· fundamental literacy, and who continuously develops personal outlook and professional qualities.

As noted by many Ukrainian scientists, the crisis of the modern education system finds itself in such phenomena as:

1) Gap deepens between the rapid development of society and education sector, which is unable to adapt to the rapid pace of change in the conditions of life;

2) Slow-adapting of old forms and curriculum to changing social conditions, the discrepancy of the final product of the educational process expectations and order of society;

3) Drop of the traditional educational practices effectiveness, inconsistency of costs and results;

4) The inability of modern administrative structure of the education system to cope with the problems arising in the field of economy, business and management of educational institutions.

This crisis has affected education of all its parts, including higher education. In our country, trends in global crisis of higher education (UNESCO analytical materials and publications in press) increasing instability of socio-economic status, resulting in a reduction in funding and material support to universities at all levels, and declining demand of higher education in some areas.

However, it is clear that the process of competitive translators developing caused by certain organizational and pedagogical conditions. At thus there is no unity between authors on this issue in pedagogical literature. Numbers of researchers understand under pedagogical terms:

· a set of objective features, circumstances and events that accompany the educational process, structured in a certain way to achieve the goal;

· the environment in which teaching conditions arise, and then growing;

· the result of purposeful selection, design and application of the elements of content, methods, techniques and organizational forms of education to achieve educational goals.

So, the main problem of training qualified translators who will be capable to meet effectively the specific segments of the labor market is the need to combine their knowledge of foreign language with specific industry knowledge of their profession.

The need for specialization translational education is predetermined by specific translation of certain texts. For example, when comparing the features of the translation of fiction and scientific or technical literature, G. Miram notes that fiction translation, as well as technical, based on the combined use of direct interlanguage transformations and denotation approach (interpretation) [2]. However, in translating of fiction not only substantive and linguistic thesaurus of author, translator and readers of translation took place, but "thesaurus of images" as well. Therefore the task of the fiction translator is to transmit images, while technical translator must transmit facts. For this to translate scientific and technical literature translator must know the subject of translation and possess knowledge about genre style. The most important factor that determines the adequacy of the scientific and technical translation, G. Miram called background (special) knowledge.

Other scientists [1] indicate that the basis of fiction translation is the knowledge of literary oriented theory. Special translation solves primarily informational and communicative tasks, serving a variety of subject disciplines, with specific terminological nomenclature (socio-political relations, various branches of science and engineering, administrative management, diplomacy, military affairs, law, finance, commerce, journalism, etc.), so it is the theoretical basis of linguistic theory of translation. In his writings, P. Newmark treats fiction and technical translation like two different professions, but admits that one expert can work in both [4].

References:

1. Нелюбин Л.Л.
История и теория зарубежного перевода / Нелюбин Л.Л., Хухуни Г.Т. – М. : Высшая школа, 1999. – 144 с.

2. Мирам Г.Э. Профессия: переводчик / Г.Э. Мирам. – М. : Из-во «Ника Центр», 1999. – 158 с.

3. Arevalillo J. The EN-15038 European Quality Standard for Translation Services: What’s Behind It? / Juan José Arevalillo. – [Internet source] http://www.translationdirectory.com/article472.htm

4. Newmark P. A textbook of translation / Peter Newmark. – New York : Prentice-Hall International, 1988. – 292 p.