103. Dickens Ch. (1850). David Copperfield. London, 1850.
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5. KuninA.V. English - Russian Phraseological Dictionary. Moscow, 1984.
6. Farlex Dictionary of English Idioms, 2015.
7. Dashdondov Ts. (2016). Mongol English Dictionary of idioms. UB, 2016.
8. Oxford Dictionary of English Idioms, 2004.
T.V. Khanzhina
Penza branch of the Military academy of logistics
(Russia, Penza)
УДК 378.14
FEATURES OF CADET TRAINING FOR ADDITIONAL EDUCATIONAL PROGRAMME
«INTERPRETER IN PROFESSIONAL COMMUNICATIONS»
Abstract. The need for linguistic support for military activities has increased the requirements for the language training of military specialists. Currently, an active search is underway for ways to increase motivation to learn a foreign language in a non-linguistic military university and improve the quality of language training of cadets. Such methods are multimedia technologies and authentic audio-visual resources. The author shows the possibilities of using these methods, analyzes their advantages, and examines tasks that can be used in teaching a foreign language at a military university.
Keywords: communicative competence, motivation, multimedia technologies, visuality, authentic audio-visual resources.
ОСОБЕННОСТИ ПОДГОТОВКИ КУРСАНТОВ ПО
ДОПОЛНИТЕЛЬНОЙ ОБРАЗОВАТЕЛЬНОЙ ПРОГРАММЕ «ПЕРЕВОДЧИК В СФЕРЕ ПРОФЕССИОНАЛЬНОЙ КОММУНИКАЦИИ»
Аннотация. Необходимость лингвистического обеспечения военной деятельности повысила требования к языковой подготовке военных специалистов. В настоящее время ведется активный поиск способов, позволяющих повысить мотивацию к изучению иностранного языка в неязыковом военном вузе и улучшить качество подготовки курсантов по программе «Переводчик в сфере профессиональной коммуникации». Такими способами являются мультимедийные технологии и аутентичные видеоматериалы. Автор показывает возможности использования указанных способов, анализирует их преимущества, рассматривает задания, которые могут быть использованы при обучении иностранному языку в военном вузе.
Ключевые слова: коммуникативная компетенция, мотивация, мультимедийные технологии, визуальность, аутентичные видеоматериалы.
At present, great requirements are imposed on the professional training of a future specialist. He must have professional skills, be ready to improve professional qualifications, be able to communicate with other people, be a highly cultured person and speak a foreign language. Knowledge of a foreign language al-
lows one to take part in scientific conferences, communicate with experts from other countries, makes it possible to read foreign professional literature. Thus, a foreign language today is not only a means of communication, but also a significant factor in professional self-realization.
Increased requirements are imposed today on the linguistic training of military specialists. This is due to the organization and conduct of international exercises and maneuvers, the need to exchange information of a military-technical nature.
Awarding the winners of the All-Army Stage of the IV International Olympiad in Foreign Languages, State Secretary, Deputy Defense Minister N. Pankov pointed out that «knowledge of a foreign language is not only an essential part of the general culture, but also a professional necessity for every serviceman. Expansion of international military cooperation, participation in peacekeeping operations of the Armed Forces abroad have become elements of the activities of all the officers».
The purpose of teaching a foreign language at a military university at the present stage is the formation of the communicative competence of the future officer, i.e. the ability to use a foreign language in the process of professional communication.
Cadets who show a real interest in learning a foreign language believe that in the modern world a specialist with knowledge of a foreign language is more in demand and competitive. After the main course of a foreign language such cadets are engaged in the additional educational program «Interpreter in the field of professional communication». For 2.5 years they have to study phonetics, grammar, listening, professionally oriented translation. Cadets acquire skills in working with the texts, learn to create secondary written documents (abstracts, abstracts, annotations).
Training under the additional program takes place in parallel with the main occupations and military service: drill training, going to the shooting, carrying orders and guards. In these conditions, the teacher's task is to maintain the interest of cadets in learning a foreign language and to motivate them to further increase the level of language proficiency.
Motivation is a combination of «the main objective factors that determine the motives for choosing a foreign language as an object of study» [1, p. 148]. The importance of the formation of motivation for learning a foreign language was emphasized by many scientists - E.I. Passov, P.B. Gurvich, I.A. Winter, etc.
The motivation for mastering a foreign language is the professional need of the cadet himself. To increase motivation for learning a foreign language, you can use lexical and grammatical games, information technology (presentations, computer testing), authentic video materials.
The experience of training cadets under the program "Interpreter in the field of professional communication" shows that the most popular materials among cadets are multimedia technologies and authentic videos.
Visualization is at the heart of modern multimedia technologies. The word «visual» comes from the Latin visualis - perceived visually, visual. If you correct-
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ly activate visual thinking, you can influence thinking in general, ensure long-term storage of information in memory and its correct application in speech. According to A.A. Verbitsky, «visualization can serve as a support for adequate mental and practical actions» [2, p. 47].
The use of visual presentation of information facilitates the process of understanding the educational material in cases where the verbal perception of objects and phenomena is problematic. Young people today are oriented towards a visual way of presenting information. Therefore, cadets quickly get used to explaining new teaching material accompanied by multimedia.
Most teachers develop their own computer programs (interactive multimedia presentations) depending on the objectives of the lesson. The role of the teacher in this case is to present the material of each lesson in a compressed form in the form of an action algorithm. On the screen, the student is offered not rules, but a sequence of actions to complete the whole task.
For the semantisation of new vocabulary, we use a variety of visual means (pictures, diagrams), definitions, synonyms, antonyms, and context. On the slides with new lexical units, we give examples of the use of words and their combinations. With the help of animation and visual effects, we explain word formation to cadets: with color, font size or movement we highlight suffixes, prefixes, connection of roots, the use of connecting elements in complex words. It is reasonable to present grammar rules using diagrams, arrows, increasing the font of difficult moments. Thus, through the presentation, one of the main didactic principles of teaching is implemented - the principle of visualization. The more difficult the learning material is for perception, the more importance the visual supports become. For modern cadets, the presentation of information in the form of a picture, a diagram is more understandable than its description in the form of a rule. Such presentations are used not only in classroom studies, but also during self-preparation.
Given the fact that cadets do not have the opportunity to communicate with native speakers and access the Internet, the use of authentic audio and video materials plays a special role.
«Authentic, authentic (gr. Authenticos) - authentic, coming from the original source». «Authentic» is often used synonymously with «documentary», «r e-al». This concept is the opposite of the concepts of «produced», «fabricated», «not real».
Authentic video content is a unique form of visibility. This synthetic view combines several types of visualization - linguistic, subject, situational, and dynamic. Yu.A. Makkoveeva notes that these materials increase the degree of visibility, accessibility of educational material, which is not available at all or difficult to access without the use of teaching aids, and also develop the cognitive and intellectual activities of students [3, p. 50].
Today, the use of authentic materials is not new in the educational process, but it continues to be relevant. Through the use of video materials, cadets have the opportunity to get acquainted with samples of military equipment, their design, transportation, and use at training grounds. When watching a video, auditory-
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visual synthesis occurs, which contributes to the development of the skill and ability to perceive speech by ear and stimulates oral-speech communication, which occurs in the form of expressing one's own opinion, attitude, searching for arguments and evidence. Practical experience proves that the learner remembers the information he hears and sees five times better than the one he only hears.
Currently, on the Internet, a sufficient number of good audio clips and videos can be found which are dubbed by a native speaker. However, finding and bringing an authentic film to the audience is not enough. The process of making this film needs to be made authentic.
Before watching the video, the cadets read the text with similar topics. The demonstration of the film is accompanied by active educational activities. Before watching, one should ask questions, the answers to which will be given in the film. If the film lasts for more than 2 minutes, then it is advisable to organize a step-by-step viewing of the film (cadets watch a fragment, discuss it, then the next fragment, etc.), because it is difficult to retain a large piece of information in memory. One can ask cadets to fill in the table while watching the video.
While watching authentic videos, the student remembers phonetic norms at a subconscious level and focuses on the difference in pronunciation norms of the American and English varieties of the language, regional accents and dialects [4, p. 7].
Experience shows that it is rational to watch a film selectively, i.e. only certain information is highlighted. In this case, before viewing, one should offer questions aimed at the accuracy of the perception of information, and give the installation to fix certain information.
Along with the traditional demonstration (simultaneous presentation of the sound and visual series), it is possible to show a film without sound accompaniment, i.e. the sound is muted. The cadets conjecture the action, the situation. If a sound sequence is presented without a visual one (dark screen), the cadets make assumptions on the basis of the sound sequence about the scene of the action, about the events taking place.
To check the understanding of the text of the video, a question-answer work is carried out. At the same time, as many cadets as possible should be involved in the discussion. It is advisable to pose problematic questions in order to provoke cadets to an initiative (unprepared) speech: comment, prove, describe. Then the cadets take the test.
As creative tasks, you can offer the following:
- retell the plot, discuss the problems of the film in small groups, transform the material (TV news - written presentation of news - story);
- make up a text (retell, summarize, describe, etc.);
- solve problematic tasks (select information for a specific purpose, analyze, give arguments, refute, give proof, highlight the essential, the main thing);
- complete project assignments (reports, messages on topics, etc.).
In the linguistic aspect, authentic video materials are characterized by the originality of vocabulary. They contain set phrases, phraseological units, emotionally colored words, interjections, particles. Authentic texts are distinguished
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by the originality and authenticity of the syntax, for example, the brevity and development of sentences, the understatement characteristic of authentic live communication. Authentic video materials often offer students ready-made speech samples of natural communication of native speakers in authentic communication conditions, which contributes to the development of communicative competence. This fact testifies in favor of the frequent inclusion of video materials in the educational process.
Thus, the use of multimedia technologies and authentic video materials not only increases the motivation for learning the language, but also optimizes the educational process, activates the cognitive activity of students, stimulates cooperation, intellectual communication, independence, and increases the cadet's interest in himself as a person.
References
1. Azimov E.G., Shchukin A.N.New dictionary of methodological terms and concepts (theory and practice of teaching languages).M .: Publishing house IKAR, 2009. 448 p.
2. Verbitsky A.A. Development of student motivation in contextual learning: Monograph / A.A. Verbitsky, N.A. Bakshaeva. M .: RSL, 2003. 169 p.
3. Makkoveeva Yu.A. Development of foreign language socio-cultural competence among students of language universities based on authentic audible and audiovisual musical visualization.Dissertation ... of the candidate ped.sciences. SPb, 2007.234 p.
4. Zagvyazinsky V.I., Emelyanova I.N. Pedagogy: textbook for students. institutions of higher. prof. education. Ser. Bachelor'sdegree.M .: Academy, 2012.
Oyunsuren Tsend, Oyunsuren Hairi
National University of Mongolia
УДК 811
TRANSLATION ANALYSIS ON THE DEFINITE AND INDEFINITE ARTICLES OF THE ENGLISH LANGUAGE IN THE MONGOLIAN AND INNER MONGOLIAN VERSIONS OF A SHORT NOVEL
Abstract. The present study aims to analyze a translation of the English articles into the Mongolian language. The novel "The Old Man and the Sea" written by Ernest Hemingway, "Ovgon, Tengis" translated by Akim G., and "Ovgon ba dalai" translated by Du Lan are used in our study. Altogether 1755 sentences were collected from the three sourcebooks, and a conclusion was made.
Keywords: article, definite, indefinite, phrase, sentence.
АНАЛИЗ ПЕРЕВОДА АНГЛИЙСКИХ ОПРЕДЕЛЕННЫХ И НЕОПРЕДЕЛЕННЫХ АРТИКЛЕЙ НА МОНГОЛЬСКИЙ ЯЗЫК
Аннотация. Настоящее исследование направлено на анализ перевода английских определенных и неопределенных артиклей на монгольский язык. Для проведения исследования использовались английский роман Эрнеста Хемингуэя «Старик и море», «Ovgon, Tengis» в переводе Акима Г. и «Ovgonbadalai» в переводе Ду Лана. Всего из трех романов собрано 1755 предложений и сделан вывод.
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