Теорія і методика фахової підготовки перекладачів на засадах локалізації.

Abstract

У дисертації обґрунтовано концепцію підготовки майбутніх перекладачів на засадах локалізації, проаналізовано актуальні тенденції розвитку системи вищої лінгвістичної освіти, досліджено специфіку підготовки майбутніх перекладачів у закладах вищої освіти за кордоном у сучасних умовах цифрового суспільства, схарактеризовано методологічні підвалини фахової підготовки майбутніх перекладачів на засадах локалізації, конкретизовано структуру готовності майбутніх перекладачів до локалізації та визначено діагностичний інструментарій для перевірки її сформованості. Розроблено, обґрунтовано та експериментально перевірено дієвість педагогічної системи фахової підготовки майбутніх перекладачів на засадах локалізації. Виокремлено й обґрунтовано педагогічні умови, які сприяють ефективній імплементації запропонованої системи в освітній процес.

In the process of research, the defining trends of the development of higher linguistic education that exist in the world educational environment were revealed, which focus on updating, fundamental and contextual orientation of its content. Employing a comparative analysis, the training programs of the leading European schools for the training of future translators were compared and it was established that they have a lot in common in the approaches to the organization of the educational process and in the selection of the training content. Based on the analysis of the trends in the development of the modern language industry, it is summarized that localization is not a monolithic translation practice. It has been determined that localization integrates several different sub-processes and involves the use of some translation strategies, which ensure the best perception of the text in the recipient culture. The professional training of prospective translators, which focuses on localization, is structured around four layers of methodological foundations: philosophical, general scientific, particular scientific, and methodical and technological. The components, criteria are specified in relations to the field of localization, as well as the extent to which future translators are able to independently analyze and subject the studied material to reasoned criticism; the instrumental criterion is used to assess the level of development of abilities, skills and competences that are significant for the implementation of effective professional mediation activities during the localization of various products for representatives of various socio-cultural groups, as well as the formation of students’ skills in performing typical professionally oriented tasks; the personal criterion involves the assessment of personal productivity and effectiveness of quasi-professional and educational and professional activities of future translators; deep reflection of one’s own educational and professional experience), indicators and a level scale of formation of readiness of future translators for localization is characterized. The systematization of the conceptual provisions of the study made it possible to project a holistic concept of professional training of future translators on the basis of localization, which consists of the following elements: general provisions, categoricaldefinitive field, theoretical-methodological principles, core, limits of application of the concept. The concept is interpreted at four conceptual levels – theoretical, methodological, methodical, and technological and within three innovative pedagogical constructs – sociocultural, epistemological and methodological, methodical and practical. Systematic professional training of future translators based on localization was ensured in various areas of development of higher linguistic education and implemented within three innovative pedagogical constructs - sociocultural, epistemologicalmethodological, methodological-practical. The structural-functional model of the system of professional training of future translators based on localization reflects the sequence of the transition of the researched process from theoretical study to the achievement of the predicted result and takes into account the influence of pedagogical conditions (updating the potential of traditional, innovative and digital technologies of linguistic education for immersing students in a motivational and value environment for the formation of readiness to localization; the use of formative assessment to systematize, generalize, and structure the professional knowledge of future translators, necessary for the organization of an effective localization process; systematic implementation of digital technologies to create a contextual and quasi-professional training space for future translators based on localization in higher education institutions; directing future translators to continuous self-education activities based on tutor support) on the announced process. The methodical directions of using digital technologies for the training of future translators based on localization are summarized and methodical recommendations for the training of future translators based on localization in the era of digital technologies are given.