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On the other hand, the combination of oral and written forms of work should be aimed at the formation of associative links, because it contributes to a better memorization of language units.

In this regard, we note that «the study of vocabulary associative way meets the path peculiar to our memory. At the same time, similar, though less diverse and rich, than in the native language, connections between lexical units of a foreign language are formed. This is a natural way of assimilation, inherent in the mechanisms of speech, which contributes to the disclosure of memory reserves, increases the amount of vocabulary memorized and ensures the functioning of speech mechanisms in accordance with the system of the language being studied. If the work on vocabulary is reduced only to the formation of one type of communication, this work will turn into memorization and will not give the necessary effect" [10, p. 138-139].

At the same time, we draw attention to the fact that "the formation of words optimal for assimilation of associative connections reduces the interference of the native language. Students memorize words in the phrases characteristic of the studied language. Thus, there is a assimilation of their national-specific and stylistic originality" [10, p. 139].

Along with this, " the formation of associative links of the words of the studied language should be carried out in the educational process in all forms of work and include:

1)work with isolated lexical units correlating with each other on the basis of paradigmatic associations;

2)consideration of paradigmatically associated lexical units in typical syntagmatic rela-

tions;

3)work with paradigmatic associated lexical units in derivational relations.

The study of vocabulary based on the formation of various connections of words increases awareness and reduces the mechanics in the assimilation of lexical units" [11, p. 1].

The above creates a scientific basis for the use of written exercises as a means of activating phraseological units and aphorisms in speech.

In the practice of teaching Russian as a foreign language in an Algerian University from the diversity of the types of exercises we wanted to only eat the ones that to the greatest extent consistent with the learning environment of the Algerian students at an advanced stage of training. Proposed written exercises it is possible to arrange according to their degree of difficulty from preparatory to speech and communication.

Work on the activation of phraseological units firstly should be aimed at teaching students to consciously feel the difference between free and stable phrases.

Consolidate the knowledge of phraseological units can be when performing preparatory exercises.

Preparatory exercises are exercises that prepare for speech activity, work out individual actions and operations. They are divided into imitative, wildcard, transformational and reproductive [1**, p. 227].

Simulation exercises include a large number of observation tasks, which can be supported by a translation into the native language, for example:

1. R e a d t h e p a i r s o f s e n t e n c e s w i t h f r e e a n d s t a b l e c o m b i n a t i o n s . S p e c i f y s t a b l e c o m b i n a t i o n s .

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2 . W h i c h o f t h e p h r a s e s i s s t a b l e a n d w h y ?

Zolotye zuby – zolotye ruki – zolotaja osen'; medvezh'ja shkura – medvezh'ja usluga – medvezh'e uho; l'vinaja dolja – l'vinaja griva – l'vinye sledy; krasnyj karandash – krasnaja stroka – krasnaja cena; prihodit' v golovu – prihodit' vovremja – prihodit' pozdno.

3 . R e a d a n d t r a n s l a t e t h e s e n t e n c e s i n t o y o u r n a t i v e l a n g u a g e .

Ne otkladyvaj na zavtra to, chto mozhesh' sdelat' segodnja. 6. Appetit prihodit vo vremja edy.

4 . R e a d R u s s i a n p h r a s e o l o g i c a l u n i t s a n d c h o o s e t h e c o r r e c t m e a n i n g .

а) Z a b l u d i t ' s j a v t r j o h s o s n a h :

-poterjat'sja v lesu;

-ne razobrat'sja v samom prostom, jelementarnom.

b) M e d v e d ' n a u h o n a s t u p i l :

-ne imet' muzykal'nogo sluha;

-ploho slyshat'.

v) R a s h l j o b y v a t ' k a s h u :

-est' s bol'shim appetitom;

-rasputyvat' kakoe-libo hlopotnoe ili neprijatnoe delo. [2**]; [3**].

Such exercises contribute to the development of associative links, the establishment of semantic links, train operations of identification, distinction and selection of information. In addition, they form and strengthen the professional knowledge of the future teacher of Russian as a foreign language.

When performing substitution exercises, students are required to provide other lexical content of the proposed design, substitute another lexical unit in the perceived design, etc., for example:

1 . E x p l a i n t h e m e a n i n g o f t h e f o l l o w i n g e x p r e s s i o n s u s i n g t h e r e f e r e n c e m a t e r i a l .

bezgranichno schastlivym; legko menjat' svojo mnenie; rasskazyvat' neposledovatel'no; bezdel'nichat'; lishnij, nenuzhnyj v kakom-libo dele chelovek; rabotat' nebrezhno; byt' ochen' umnym; horosho znat' chto-libo; zhit', sidet' vzaperti.

2 . F i n i s h e d t h e s e s a y i n g s , u s i n g r e f e r e n c e m a t e r i a l .

a) Jabloko ot jabloni....; b) Semero....; v) Chego sebe ne hochesh'...; g) Ljubish' katat'sja....; d) Bez truda...; e) Puganaja vorona... .

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is that students must respond to each subsequent replica of the dialogue, based on keywords or expressions" [12, p. 153].

The purpose of communicative exercises is the development of speech skills in natural communication. Among these exercises, there are two large groups – situational and game exercises. "The situation, - according To E. I. Passov, - is a dynamic system of relations between two (and more) subjects, reflected in their minds, generating the need for purposeful activity in solving speech-thinking problems and feeding this activity" [13, p. 23].

Students should be able to apply the studied Proverbs and sayings in speech situations. Mastering aphorisms, students, as a rule, hardly go beyond the subjects offered by the textbook. To overcome these difficulties, it is advisable to enter these units, based on the problems of interest to students: "Person and family", "Education", "Culture in human life", etc.the Distribution of material in this way stimulates their productive and receptive potential. The exercises proposed for consolidation and activation should also be of a communicative and problematic nature, for example:

1.Read the Russian proverb: Porridge oil will not spoil. Guess the figurative meaning of the proverb. In what situation can it be used?

2.Think about situations in which you might use expressions:

k a k i m i s u d ' b a m i ; p o z h i v j o m – u v i d i m ; v e r n j o m s j a k n a s h i m b a r a n a m ; S k o l ' k o l e t , s k o l ' k o z i m ! I p o g o v o r k u : V t e s n o t e , d a n e v o b i d e . Est' li v arabskom ili vo francuzskom jazykah jekvivalenty jetih vyrazhenij i pogovorok?

3. S pomoshh'ju izvestnoj poslovicy ob#jasnite, pochemu nado horosho uchit'sja [5**].

Didactic game, role-playing games, game studies are of particular importance in enhancing the cognitive interests of foreign students.

These types of work are the most effective type of pseudo-communicative exercises. They make the learning process more interesting. Changing situations encourages motivation, promotes creative application of knowledge, disclosure of all the qualities of the individual. For example, you might want to invite one student (especially strong students) to become familiar with expressions in advance. Then during the lesson are invited to play a situation in which the learner needs to use an unfamiliar idiom or aphorism in conversation with someone and cementitious it in the course of the dialogue. And the interlocutor should not only translate, but also choose the equivalent in his native language. Note that "the task of the translator is difficult in the course of the transfer of cultural lexical units" [14, p. 174]:

O n e s t u d e n t p l a y s t h e r o l e o f a R u s s i a n s t u d e n t a n d t h e o t h e r a f o r e i g n s t u d e n t w h o c a m e t o R u s s i a t o s t u d y :

- Ty davno izuchaesh' russkij jazyk? - Net, ja tol'ko nachal(a).

-Ty govorish' po-russki?

-Nemnogo.

-A chitaesh'?

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- Da, chitaju po-russki i nemnogo ponimaju russkuju rech', no sam(a) govorit'

To fix the studied expression allows, for example, the game " Prompt word»:

Zachem vechor tak rano skrylis'? Byl pervyj Olen'kin vopros.

Vse chuvstva v Lenskom pomutilis',

I molcha on povesil ... (nos). [4**; 5**].

For exercises and tasks aimed at the formation of professional communication skills of a teacher of Russian as a foreign language, as well as the development of language guesswork, which facilitates and accelerates the understanding of the read or listen, we offer the following:

1 . C h o o s e f r o m t h e r i g h t c o l u m n s u i t a b l e w i t h i n t h e m e a n i n g o f

2 . R e a d R u s s i a n i d i o m a n d l o c a t e t h e n o n - e q u i v a l e n t w o r d . T j o r t y j k a l a c h

Get acquainted with the interpretation of the word without equivalent k a l a c h : pshenichnyj hleb v forme zamka s duzhkoj. Tjortyj kalach vypekaetsja iz krutogo kalachnogo testa, kotoroe dolgo trut i mnut. Guess the meaning of the idiom from the proposal:

Jetot perevodchik tjortyj kalach. On perevodit na hodu, ne zagljadyvaja v slovar'. 3. Conduct a comparative analysis of Russian and Arabic idioms, emphasizing their similarities and differences in semantic, lexico-grammatical plans, at the level of figurativeness and situation of use.

а) Odnim mirom mazany – ;

б) Volk v ovech'ej shkure – ; в) Pervyj blin komom –

4 . R e a d t h e p h r a s e o l o g y a n d g e t a c q u a i n t e d w i t h i t s o r i g i n . T r i s h k i n k a f t a n

The expression is borrowed from Krylov's fable "Trishkin Kaftan" (1818), where the story is told about how Trishka to fix the elbows of the caftan cut the sleeves, and in order to put the sleeves, he had to cut the floors. Despite the fact that the caftan was spoiled, Trishka was pleased with his work.

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What do you think, in what situation this expression is used:

a)when a person's situation is hopeless and irreparable, i.e. with the elimination of some problems inevitably arise other;

b)when the situation of a person is hopeless, but he tries to get out of it by all available means.

5.Read the Russian aphorism and make a dictionary of its literal translation into Arabic

S a p o z h n i k i b e z s a p o g

а) Find the main image in the Russian aphorism S a p o z h n i k i b e z s a p o g ;

b) Remember the Arabic aphorism, where the main words-the images of the carpenter and the door. A comparative analysis of Russian and Arabic aphorisms;

в) Come up with a dialogue in which you can use this aphorism.

6 . R e a d R u s s i a n w i n g e d e x p r e s s i o n a n d t r a n s l a t e i t i n t o A r a b i c : N i k t o n e z a b y t , n i c h t o n e z a b y t o .

a) Read about the history of aphorism:

In St. Petersburg (Leningrad) at Piskarevsky cemetery a memorial was created in memory of all those who died during the 900-day siege of Leningrad during the great Patriotic war (1941-1945). On the Central wall of this memorial are carved the poems of the famous Soviet poet, who survived the Leningrad blockade, Olga Bergholz, which end with the words: No one is forgotten, nothing is forgotten. The words of Olga Berggolts became the motto for the entire Soviet people, who remembered and faithfully honored the heroism of people who gave their lives for freedom and independence of the Motherland.

Under the motto " Nikto ne zabyt, nichto ne zabyto" is constantly searching for unknown heroes who fell on the fronts of the war.

b) In what situation do you think the popular expression is used?

C) Do you think it is possible to use this popular expression in speech on the material of Algerian reality in Arabic?

d) Come up with your own example of using this expression in Russian.

7 . W r i t e d o w n i n 4 c o l u m n s p h r a s e o l o g i c a l u n i t s , P r o v e r b s , s a y -

obeshhannogo tri goda zhdut. [3**; 2**; 4**].

Conclusion

Thus, the assimilation of phraseological units and aphorisms is provided by long-term educational work, in which two main stages are distinguished: presentation (introduction); consolidation and activation.

In our opinion, the consolidation and activation of phraseological and aphoristic material in the Algerian audience should take place through preparatory, linguistic and communicative exercises, which involve a skillful combination of both oral and written forms of work. The combination of oral and written forms of work should be aimed at the formation of associative links, because it contributes to a better memorization of language units.

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To intensify idiomatic and aphoristic material is possible under the condition that it will be of interest to every student.

Practice at the University of Algiers shows that only productive individualized language training, ensuring the initiative of the student in training. To develop speech skills in the broad context of the accumulated knowledge (in the distribution, for example, roles in communication exercises) should take into account the propensity, nature, life experience of students. To do this, it is necessary to prepare in advance tasks of different levels of complexity, taking into account that the work was under the power of each student.

On a large practical material, we have shown the main methods of introduction of new phraseological units and aphorisms and their semantization and presented the types of work on the consolidation of phraseological material and its introduction into speech.

References

[1]Gezajli N. Uchebnik v prepodavanii russkogo jazyka kak inostrannogo v Alzhirskom universitete: vchera, segodnja, zavtra / N. Gezajli // Nauchnyj zhurnal Sovremennye lingvisticheskie i metodiko-didakticheskie issledovanija. – 2018. vyp.2 (38). — S. 103 – 115.

[2]Abid L. Osobennosti perevoda frazeologicheskih edinic s russkogo jazyka na arabskij jazyk / L. Abid // Perspektivy Alzhirsko-Russkih otnoshenij v tret'em tysjacheletii: trudy vtoroj nacional'noj konferencii: Buzarea, 24 aprelja. — Alzhir, 2015. C. 19 — 25.

[3]Burnissa A. Lingvodidakticheskie osnovy obuchenija vidu russkogo glagola arabskih studentov-filologov na nachal'nom jetape obuchenija. Dis. ...kand. ped. nauk. — M., 2005. — 297 c.

[4]Beljaev B. V. Ocherki po psihologii obuchenija inostrannym jazykam. — M., 1965. — 227 c.

[5]Karpov I.V. Psihologicheskie osnovy metodiki razvitija rechi uchashhihsja // Razvitie rechi v processe obuchenija v srednej shkole / pod red. V. V. Golubkova i Je. I. Monoszona. M., 1954. — S. 7 – 86.

[6]Zhinkin N.I. Rech' // V kn. : Psihologija / Pod red. A.A. Smirnova i dr. — M.: Uchpedgiz, 1962. — 239 c.

[7]Obshhaja metodika obuchenija inostrannym jazykam v srednej shkole / Pod ruk. A. A. Miroljubova i dr. — M.: Prosveshhenie, 1967. — 505 s.

[8]Leont'ev A.A. Ierarhija rechevyh umenij kak ob#ekt testirovanija // V sb.: Psihologija i metodika obuchenija vtoromu jazyku. — M. : MGU, 1969. — S. 25 – 32.

[9]Rubinshtejn S.L. Osnovy obshhej psihologii. — M. : Uchpedgiz, 1946. — 720 s.

[10]Russkij jazyk kak inostrannyj. Metodika obuchenija russkomu jazyku / Pod red. Lysakovoj. — M.: VLADOS, 2004. — 270 c.

[11]Matveeva T. Metodicheskie principy organizacii leksicheskogo materiala. Chast' 2. Rezhim dostupa URL: http://oso.rcsz.ru/inf/metodichesk2.htm (vremja obrashhenija – 28.11.18).

[12]Akzhan A. Chingisova. Lingvometodicheskie principy realizacii kommunikativnointegral'noj tehnologii obuchenija v prepodavanii jazyka v inojazychnoj auditorii (Principios linguometodológicos de la realización de la tecnología comunicativa e integrada del aprendizaje en la enseñanza de la lengua rusa como lengua extranjera) // Cuadernos de Rusística Española. —

2013. vyp. 9. — S. 145 – 156.

[13]Passov E.I. Osnovy kommunikativnoj metodiki inojazychnomu obshheniju. — M.: Rus. jaz., 1977. — 276 s.

[14]Milud M.R. Poliaspektnyj lingvisticheskij analiz rasskaza A.P. Chehova «Smert' chinovnika» /M.R. Milud // Nauchnyj zhurnal «Sovremennye lingvisticheskie i metodiko-didaktich- eskie issledovanija». — 2018. vyp. 2 (38). — S. 173 – 180.

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Analysed sources

[1**] Azimov Je. G. Shhukin A. N. Slovar' metodicheskih terminov. (Teorija i praktika prepodavanija jazykov). — SPb., 1999. — 472 p.

[2**] Baranov H.K. Arabsko-russkij slovar'. 5-e izd., pererab. i dop. — M., 1976. — 943 p. [3**] Basko N. V. Frazeologizmy v russkoj rechi: slovar'-spravochnik. 2-e izd. — M.:

Flinta : Nauka, 2007. — 272 p.

[4**] Vojnova L.A., Zhukov V.P., Molotkov A.I. Frazeologicheskij slovar' russkogo jazyka / Pod red. A.I. Molotkova. –M., 1967; 3-e izd., stereop. –M., 1978. — 543 p.

[5**] Dal V.I. Poslovicy russkogo naroda. V 3 t. –M., 1998. — 734 p.

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THEORY AND PRACTICE OF TRANSLATION

UDC 81’25

COMPILATION OF TEST MATERIALS FOR EVALUATION OF

TRANSLATOR’S SKILLS: COGNITIVE ASPECT

E.B. Berg, M. Kit

____________________________________________________________________________

Ural State Law University,

Candidate of philological science, associate professor of the Department of Russian, Foreign Languages and Culture of Speech of FGBOU VO USLU

Elena Borisovna Berg e-mail: elenabkct@gmail.com

Language Interface (Seattle, USA), Mark Kit

e-mail: clodpool@gmail.com

____________________________________________________________________________

Statement of the problem. The paper makes rationale for the cognitive aspect in evaluation of translators’ skills.

The authors make recommendations on compilation of test materials that help perform translator skills evaluation that includes assessment of the translator’s cognitive ability.

Results. When screening candidates for the role of translators in international projects it is necessary to use test materials that differ from those used in evaluation of translation art students or certification testing. It is critical that the compiled test materials include means of evaluation of translator’s cognitive ability. To that end it is advisable to incorporate formally informative components that often pose challenge even for seasoned translators into the test text: terms that do not carry direct conceptual counterparts between the source and target languages, special terms, polysemic words, acronyms, foreign proper names including those in the form of initials.

Conclusion. The closer the test text is to the ideal model (which components are listed above), the more accurate the test results will be and, therefore, the higher will be the likelihood of selecting the best translators capable of producing high-quality translations necessary for the success of the entire international project.

Key words: translation, translation quality, general cognitive ability, translator cognitive ability, evaluation of translator cognitive ability, test materials, translator skills, cross-language communications.

For citation: Berg E.B., Kit M. Сompilation of test materials for evaluation of translator’s skills: cognitive aspect / E.B. Berg, M. Kit // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2018. - №4

(23). – P. 132-141

Introduction

The international cooperation that has become an integral part of modern societies involves cross-language communications that require professional linguistic support. While being such a critical part of international affairs, high-quality cross-language communications is problematic. As the EU Commission Report points out, “the number of well-qualified linguists … is too small to cover the growing need [for translation]” [1, p. 24]. The Art of Translation is a National Asset open letter sent by the Russian Translators’ Union to the President and the Government of the Russian Federation on May 8, 2015, also states that “At this time the quality of translation is jeopardized and one of the reasons for that is a massive inflow of poorly skilled people to our profession. To some extent it can be mitigated through professional certification of translation workforce” [2]. Clearly, well-qualified linguists are a mandatory condition for

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© Berg E.B., Kit M., 2018

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assurance of high-quality translation and, consequently, skill evaluation shall be undertaken using certain test materials when selecting translators for each particular project.

The use of test materials has been discussed in many works on translation arts teaching methodology. Those works are mainly about determination of criteria for evaluation of test translation made by the students. For instance, C. Séguinot and S.J. Campbell focus on investigation and classification of errors made by students [3; 4]. P. Kussmaul breaks the errors down into linguistic and translation ones and suggests methods for evaluation of negative impact of the translation errors to the outcome [5]. However, the goals for quality evaluation of translations made by students and translations of texts given to translators in the course of screening of candidates for international project are different. While student evaluation is aimed at detection of competences that the student is required to acquire as per the educational standard, evaluation of the project translators is all about determination whether it is advisable to involve a particular candidate into a specific project.

The problem of compilation and usage of test materials also is expedient where translators are to be certified. A team of researchers from several Australian universities led by Professor Sandra Hale studied translator certification systems worldwide [6]. Their review describes certification systems adopted in Australia as well as in the countries of Americas, Europe, Asia and South Africa. In the study certification systems were categorized based on identification of requirements to education of potential translators and specific certification programs (medical translation, legal translation, etc.) [6, p. 20–29]. Besides, this work provides general concepts for translation evaluation adopted in each of the countries reviewed. These concepts mainly consist of counting errors of different types with subsequent indication of total points given for translation quality. [6, p. 58–64]. This review provides most detailed description of the test conducted in Australia by the National Accreditation Authority for Translators and Interpreters. In particular, it indicates the size and the number of tests to be given for certification translation, as well as reference materials the translators are allowed to use when doing the translation. “Most commonly they [translators] are judged against the competencies, skills and body of knowledge a practitioner is expected to have” [6, p. 47].

American Translators Association provides the following information on the certification test it offers: “a translator must pass a challenging three-hour exam. The exam assesses the language skills of a professional translator: comprehension of the source-language text, translation techniques, and writing in the target language” [7].

The Russian Translators’ Union (RTU) is not inclined to disclose the principles it applies for compilation of the test materials and establishment of translation evaluation criteria. It merely says that “The personal qualification test in a single language pair takes seven hours; translators can use reference literature and computer resources. A candidate receives three texts, each about 500 words long, which is an equivalent of two standard pages. One text is mandatory and is of general character, the second is on the subjects where the candidate claims to be skilled and the third deals with a relevant specialization determined by the certification board. The quality of all three translations should meet the threshold score set by the RTU’s Scientific and Methodology Board for translators of scientific and technology materials and documentation to be certified for the first and the highest categories. Prior to the beginning of the test each candidate should sign a notice that indicates that he/she is entitled to receive only the final result of the test without any comments from the evaluators and that he/she has been made aware that he/she will not have

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