title: Dutch-Russian interpreting: techniques and methological issues of teaching undergraduate students
metadata.name: dc.contributor.author
metadata.value: Yakovleva, Alexandra
metadata.lang: -
metadata.name: dc.date.accessioned
metadata.value: 2019-10-18T19:23:00Z
metadata.lang: -
metadata.name: dc.date.available
metadata.value: 2019-10-18T19:23:00Z
metadata.lang: -
metadata.name: dc.date.issued
metadata.value: 2019-03
metadata.lang: -
metadata.name: dc.identifier.citation
metadata.value: Yakovleva A. Dutch-Russian interpreting: techniques and methological
  issues of teaching undergraduate students. Scandinavian Philology, 2019, vol. 17, issue 1, pp. 178–185.
metadata.lang: en_GB
metadata.name: dc.identifier.other
metadata.value: https://doi.org/10.21638/11701/spbu21.2019.111
metadata.lang: -
metadata.name: dc.identifier.uri
metadata.value: http://hdl.handle.net/11701/16403
metadata.lang: -
metadata.name: dc.description.abstract
metadata.value: The Dutch-Russian language pair in terms of interpretation and its teaching to undergraduate students shows a typical picture not only for Germanic, but also for most European languages. Nevertheless, there are a number of problematic issues, both objective and subjective, typical of the language pair and also, probably, of other “small” Germanic languages, which include the Scandinavian ones. Objective difficulties — not dependent on the translator — include: 1) the geography of the language region and its dialect specificity; 2) the widest possible range of potential topics for interpreter and, as a result, the inability to specialize; 3) “torn” work schedule of the translator; 4) insufficient quantity and quality of dictionaries and parallel texts on narrow topics; 5) a limited number of hours at the university for the development of interpretation skills. The subjective — the so-called translator problems — include: 1) poor language skills (both foreign and native); 2) lack of oral interpreting skills (both consecutive and simultaneous); 3) lack of general communication skills; 4) limited opportunities for practice. A detailed consideration of each of the above aspects is aimed at developing a common strategy for optimally overcoming the objective difficulties of interpretation, on the one hand, and, on the other hand, creating a plan to optimize the process of learning interpretation in a specialized university, in order to eliminate the limitations of subjective nature.
metadata.lang: en_GB
metadata.name: dc.language.iso
metadata.value: other
metadata.lang: en_GB
metadata.name: dc.publisher
metadata.value: St Petersburg State University
metadata.lang: en_GB
metadata.name: dc.relation.ispartofseries
metadata.value: Scandinavian Philology;Volume 17; Issue 1
metadata.lang: -
metadata.name: dc.subject
metadata.value: interpreting
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: consecutive interpretation
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: simultaneous interpretation
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: methods of teaching oral translation
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: curriculum development
metadata.lang: en_GB
metadata.name: dc.title
metadata.value: Dutch-Russian interpreting: techniques and methological issues of teaching undergraduate students
metadata.lang: en_GB
metadata.name: dc.type
metadata.value: Article
metadata.lang: en_GB
resources.filename: 178-185.pdf
resources.url: https://dspace.spbu.ru/bitstream/11701/16403/1/178-185.pdf
resources.format: Adobe PDF
resources.size: 657,99 kB