2019 PNRPU Linguistics and Pedagogy Bulletin  
The paper is devoted to the problem of choosing a basic approach to the training of interpreters and the issue of selecting the basic principles of the training. The choice of a fundamental approach and the selection of the principles of teaching are considered as the most important step in the process of developing a methodology for the training of interpreters. The authors give a brief overview of the most popular approaches in the didactics of translation activity: context competency-based
more » ... competency-based approach, cognitive communicative approach, personal-activity approach, scenario and situational approach, situational-contextual approach. The basic concepts of the considered approaches are analyzed. The article also examines the advantages and possible disadvantages of the presented approaches according to the specifics, goals and objectives of the training of future interpreters. The authors suppose that the most effective decision, taking into account the complexity of the process of interpretation, is the integration of all the described approaches. Only an integrative approach allows one to take into account both students' personality, their cognitive abilities and the context (situation) in which the oral translation activity takes place. The article also discusses a set of general and particular principles which are applicable to the training of interpreters in line with the chosen integrative approach. Among the general principles are mentioned the principles of professional contextualization, cross-cultural principle and principle of interaction. The principles of intellectual activity and adaptation to stress are mentioned among the particular principles. The presented principles represent an integral element of the chosen approach to training. They also determine the main goals and objectives of teaching, the conditions for implementing future interpreters and provide the basis for creating a methodological model for teaching interpreting activities.
doi:10.15593/2224-9389/2019.2.10 fatcat:2fwcsx7btzct3kx3rbppusnjgi