THE MODEL OF TEACHING WRITTEN TRANSLATION OF COMMERCIAL LETTERS AT THE PRACTICAL LESSONS OF ENGLISH

• Main Author: Tetyana Pasichnyk (Author)
• Format: Book
• Published: Ternopil Volodymyr Hnatiuk National Pedagogical University, 2016-12-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 2311-6382; 2415-3605
• Keywords: зміст практичних занять; комерційні листи; кредитно-модульна система навчання; критерії оцінювання писемного перекладу; мікроцикл; модель навчання писемного перекладу; циклічна організація навчального процесу; Education; L
• Source: Naukovì Zapiski Ternopìlʹsʹkogo Nacìonalʹnogo Pedagogìčnogo Unìversitetu Imenì Volodimira Gnatûka. Serìâ: Pedagogìka, Vol 0, Iss 4, Pp 95-102 (2016)

In the given research two variants of the model of teaching written translation of English commercial letters have been suggested. The variants of the model have been developed for future translators of the third year on the basis of the course «Major foreign language (English)». The total amount of lessons for both variants of the model is eighteen. The relevance of the cyclic organization of teaching process has been proved. The teaching process consists of three cycles: 1) teaching written translation of pre-contract commercial letters, 2) teaching written translation of contract commercial letters, 3) teaching written translation of post-contract commercial letters. In the research the realization of the developed variants of the model in the credit and module system has been demonstrated. The content of the practical lessons based on two variants of the model has been developed and suggested. In the article the criteria for assessment of the quality of target texts have been suggested. They are 1) the accuracy of the content, 2) the stylistic adequacy, 3) the correctness of language means, 4) the correctness of extra-language means. The content of individual work has been determined. The directions of further investigation of the problem have been defined. The problem of applying the suggested model for teaching written translation of texts of other functional styles must be investigated in further researches.