The thesis presents comparative and pedagogical foundation for the problem of organizing independent learning activity for future translators at US universities.
Theoretical aspects of independent learning activities have been highlighted. In particular, the essence of the “independent learning activity” (ILA) phenomenon and its synonymic field have been studied. Methodological approaches to the organization of ILA for future translators have been analyzed. General characteristics of future translators’ training organization in the system of higher education in the USA have been outlined. The thesis studies the structural components of the content of ILA at US universities providing formation and development of such competences as: translation, linguistic and extra-linguistic, communicative, discursive, cross-cultural, information-seeking, subject-oriented, strategic and technological ones.
The specific features of the project training technology have been determined and the peculiarities of this technology implementation ensuring formation of professional and socially relevant knowledge and skills have been studied. It most closely corresponds to the competency-oriented education paradigm and practice-oriented training of future translators.
The project-based learning techniques include the following: voluntary selection of activity type by students, taking into account the students’ interests, personal characteristic and age groups; manageability of the work and taking it to its logical conclusion; formation of basic work ethic, quality and aesthetic finish of the objects of work, usability of the completed projects, correspondence of the project to actual market demands in the field of translation services, the presence of clear goals and tasks which lead to the development of new knowledge and translation reflexes; a clear formulation of directives for the projects’ completion; independent learning by students through instructor-facilitated research, the presence of tasks and means of completion, the finished translation product; motivation towards developing interpersonal cooperation and project management skills; empowering the students to take responsibility while performing various professional roles; developing the ability to work in multilingual teams, increasing motivation to work as a team, time management, decision making, work-sharing and conflict resolution skills; establishing realistic conditions of working in a professional translation environment, expanding the typical portfolio of projects (projects aimed at quality control and assessment of translation product, terminology management, translation audit, project management, film voiceovers, localization, etc.)
The peculiarities of the American experience in using the latest information technologies to organize ILA for future translators have been highlighted, among which the most important is the specific software (spelling and grammar checking systems, translation memory programs, term management systems, terminology databases, glossary systems, etc.). The thesis studies the impact of ICT means on the development of creativity, autonomy, communicability, abilities to complete creative and project class assignments, conduct rapid information exchange, gain knowledge in small groups, study traditions and culture of other nations, form international relationships, work with electronic educational literature in distant libraries, etc.
Based on comparative analysis, it has been determined that there are common and distinctive approaches to the organization of ILA for future translators in the USA and Ukraine. Common ones include: the existence of regulatory documents to manage the ILA process; structuring the content of the ILA on the principles of scientific approaches and adherence to the relevant principles of education; ILA types; the availability of appropriate educational and methodological support to ILA; the use of innovative forms, methods and technologies of teaching, ICT tools. The distinctive characteristics of ILA organization for future translators are: the level of awareness of the ILA significance in the education process; ensuring the academic autonomy of translator students; the development level of motivation and involvement of translator students in the ILA; the level of readiness and ability to engage in self-study, as well as responsibility for learning outcomes; the role and functions of a teacher in this process; the traditions of students’ self-determination as to the trajectory of their personal professional development in the process of implementing the ILA; the level of material and technical and informational support; different approaches to the use of project training technology; taking into account individual student styles.
Relying on the generalization of the obtained results, the recommendations have been outlined on how to implement the innovative ideas of the American experience in the ILA organization
