TEACHING ORAL BILINGUAL DISCOURSE TO LANGUAGE STUDENTS

This study is dedicated to examining the question of teaching language students oral bilingual discourse, the compliance of the educational program of this type of translation with the state standards, and, consequently, with the competence-based approach to education. Implementation of state standards requires a new approach to the assessment of knowledge, skills and practical experience of the student, and sets new requirements for the competences that a specialist must possess by the time they have finished studying a corresponding discipline. It is implied by the demands of the labor market, as well as the Federal State Educational Standard for the specialty 45.05.01 Interpreting and Translation Studies ("Linguistic support of international relations" specialization) that a graduate should possess specialized competence, which includes the ability to complete professional tasks such as perceiving authentic oral speech produced at a pace natural for native speakers regardless of any specific characteristics of their pronunciation and used voice channel (from live voice to audio and video recordings); the ability to possess sustained skills of producing speech in foreign languages with due consideration for their phonetic organization, preservation of the tempo, norm, usage and stylistics of the language; the ability to implement translation transformations to attain the required level of equivalence and representativeness while interpreting; the ability to perform consecutive and sight interpreting in compliance with the standards for linguistic equivalence and grammatical, stylistic and syntax rules of the target language, with regard to stylistic and temporal characteristics of the source text, etc. Professional tasks for specialists include being competent in matters of international etiquette and the rules of conduct for interpreters in various communication situations, identifying and eliminating the cause of miscommunication in specific situations of intercultural interaction, adapting to new work conditions, creative use of acquired knowledge, skills and competence outside of one's area of expertise, etc. Therefore, there is a need for a well-tried method of teaching language students, which would include a system of tasks and exercises that will form an interpreter's competence in the framework of oral bilingual discourse.